What kind of provision are we
The Outdoor Learning Alliance operates in Northamptonshire. Our mission is to deliver inclusive, trauma-informed education that prioritises the wellbeing and outcomes of vulnerable learners.
Although we are not currently registered with the Department for Education, we hold ourselves to the highest standards of educational policy and practice. Our provision is aligned with statutory guidance, including Keeping Children Safe in Education (KCSIE), the SEND Code of Practice, and Ofsted’s inspection framework for Alternative Provision.
We are actively exploring DfE registration to further formalise our offer and expand our capacity to serve learners across the region. In the meantime, we remain fully committed to transparency, safeguarding, and continuous improvement — ensuring our work meets and exceeds expectations at every level.
Engagement in Education
What if Alternative Provisions focused on the re-engagement of children in their education setting?
That is exactly why we exist.
Our experience tells us the AP sector is too detached from schools and academies. We promise to be the opposite of this, heavily involved with schools, children and their families.
Engagement in education refers to students' motivation, interest, and involvement in their learning, which leads to better academic success and retention. It is fostered through active participation, such as interactive teaching methods and collaborative activities, and is supported by a positive and respectful learning environment.
Personal Development
At OLA we believe that Personal Development and character education is the key to unlocking the potential in children and young adults.
Check out the qualifications and awards that children will work towards while they are with us.
Confident children are better communicators, learners, and attenders who fundamentally achieve more academically and socially.
Therapeutic Interventions
Throughout the development of OLA we have held at the heart of our mission the premise that children who attend our provision need to leave with skills, techniques and strategies to aid them in real situations, whether in school or the work place.
Our therapeutic interventions, are co-designed by our SENDCO in collaboration with a professional network of SENDCOs, Local Authorities, SEND advisers, and educational psychologists to create an appropriate, therapeutically-informed intervention curriculum.
Hours
Our core hours run from 9:30am to 2:45pm, ensuring learners receive a full, enriching day while maintaining flexibility. This schedule allows the morning attendance mark to be completed at school, supporting statutory requirements and safeguarding protocols, while enabling meaningful engagement in outdoor and therapeutic provision.
Children with an EHCP
We are committed to delivering high-quality, personalised provision for children and young people with Education, Health and Care Plans (EHCPs). Admission to the Outdoor Learning Alliance will only proceed following a formal transition meeting involving the commissioning SENDCO and/or the relevant SEND locality team.
This process ensures that provision is appropriately planned, risk-assessed, and aligned with the learner’s needs and outcomes. It supports statutory responsibilities under the SEND Code of Practice and reflects our trauma-informed, relational approach to inclusion.
Contact and Communication
To ensure consistency, transparency, and effective support, we ask that a brief 10-minute debrief takes place at the end of each day a learner attends. This allows our team to share key observations, celebrate progress, and liaise with school staff, parents, or professionals around strategies, adaptations, and next steps.
This daily dialogue is vital to maintaining joined-up provision, refining approaches, and ensuring every child’s needs are met with care and precision. It reflects our commitment to relational practice, safeguarding, and collaborative working.
Transport
We operate a designated drop-off zone to ensure safe and efficient arrival for all learners. Transport arrangements are expected to be organised by commissioning bodies in line with individual needs and local protocols. Our team will liaise to support smooth transitions and uphold safeguarding throughout the journey.
Children who require additional support or close supervision
For learners requiring enhanced supervision due to specific needs or risk factors, we ask that a nominated member of school staff accompany the child during their time with us. This ensures continuity of care, supports safeguarding, and enables provision to be delivered safely and effectively in line with individual plans.
Therapeutic Thinking and Zones of Regulation
Each learner at the Outdoor Learning Alliance is assigned a dedicated keyworker who builds a trusting, consistent relationship and acts as a central point of support. Keyworkers help monitor progress, liaise with professionals, and co-construct strategies that meet individual needs.
Our provision is underpinned by Therapeutic Thinking and the Zones of Regulation framework, supporting emotional literacy, self-regulation, and positive behaviour. These approaches are embedded in daily practice, enabling learners to understand their feelings, develop coping strategies, and build resilience in a safe, relational environment.
