ÖйúPÕ¾

Introduction

In ÖйúPÕ¾, we believe every child deserves the chance to reach their full potential. We are committed to ensuring that all children have access to high-quality, inclusive education within their local communities.

Whilst our goal is for every child to thrive in their school environment, we recognise that this isn’t always possible. When a child is unable to access suitable education, we will arrange and fund the necessary support in line with our legal duties under Section 19 of the Education Act. If it is determined that Alternative Provision (AP) is needed, this will likely be temporary and aimed at re-engaging the child with a school environment.

The following guidance on Alternative Provision has been created to ensure that parents/carers clearly understand:

• What AP is
• The different types of AP
• In what circumstances might a referral be appropriate for consideration of AP

This resource has been shaped by the invaluable insights and in collaboration with parents/carers and , ÖйúPÕ¾’s parent carer forum, to ensure that the guidance is helpful, easy to understand and provides clarity on the AP process. We have also used responses to the 2023 Family Voice ÖйúPÕ¾ Survey to shape the content in this guide.

A recent audit of the information about AP on our Local Offer website and feedback from parent/carer groups demonstrated that more information aimed at parent/carers was needed. Following parent/carer workshops, further development of the guidance was undertaken in response to specific feedback on content, tone, clarity and language.

We hope this resource provides the answers to some of the questions you may have about the AP process.

Overview

When your child is unable to attend school for an extended period - due to ongoing health issues, emotional or mental health needs, or other significant and persistent challenges - it can be a difficult and uncertain time. This guide explains the support that may be necessary through Alternative Provision (AP) which ensures children with long-term barriers to attendance can continue learning in a way that meets their needs.

Important

AP is typically a short-term arrangement for school-age children but may also apply to early years and post-16 learners with Education, Health and Care Plans (EHCPs). Its goal is to help children overcome barriers to learning and return to a suitable educational setting.

Every child has a legal right to suitable education, including those with Special Educational and Disability Needs (SEND). Under Section 19 of The Education Act, local authorities have a duty to:

make arrangements for the provision of suitable education to children of compulsory school age who, by reason of illness, exclusion from school or otherwise, may not receive suitable education unless such arrangements are made for them.

If a child isn’t receiving suitable education, the Council must act - often in partnership with the school – to ensure appropriate provision is in place. AP describes the provision of targeted support that may be required for a small number of children to help them continue learning and ideally re-engage and reintegrate with a school setting, when they are able to.

You can find more detail in ÖйúPÕ¾'s statement of duties regarding Section 19 of the Education Act.

This guide also explains who is responsible for arranging and funding AP – whether it’s your child’s school or the Council. Understanding these roles can help you know who to speak to and what to expect. While AP can be a helpful support for some children, it is not a replacement for school attendance in general. Schools and the Council are expected to work together to help children remain in education, making reasonable adjustments where needed. Where a child is not attending school, Ordinarily Available Provision (OAP) must be considered before deciding whether AP is appropriate and justified. This is in line with national guidance on attendance, including the Department for Education’s .

ÖйúPÕ¾'s strategy for AP is built on co-production, working closely with families and professionals. Parents and carers play an important role in shaping AP through their insights and experiences, helping to ensure it is responsive to the needs of children and young people. This guide is part of a wider set of resources to support children who might need to access AP.

What is Alternative Provision?

AP is education arranged for children of statutory school age (5 to 16) who cannot access suitable full-time education in school. This may be due to:

• physical or mental health (short- or long-term)
• suspension or permanent exclusion
• emotional or behavioural challenges
• other exceptional circumstances.

AP ensures children continue learning in a way that meets their needs. In this guide, a ‘crisis’ refers to a sudden or significant change – such as a decline in mental health, family trauma, or safeguarding concerns - that prevent school attendance. This may mean they need extra support, or for the education to be delivered in a different way, to help them achieve their potential. Timely recognition and response are key to maintaining access to education

What does AP look like?

AP offers flexible approaches that can take place in a variety of settings, including:

• specialist centres
• community spaces
• at home with a trusted adult
• online or blended learning environments

While mainstream schools are increasingly adapting their environment to meet the needs of neurodivergent children (e.g. those with autism or Attention Deficit Hyperactivity Disorder (ADHD). AP can provide additional flexibility in some cases where a more individualised, quieter, sensory-friendly setting is temporarily beneficial.

AP is usually delivered by trained professionals outside the child’s usual school or setting staff. It is not the same as attending a special school, which is a formal education setting.

How long does AP last?

AP is usually short-term (up to one year), with the aim of returning the child to a mainstream or specialist setting. However, where long-term, school-based education is not suitable, the council may decide – through a multi-agency process as part of the EHCP - that Education Other Than at School (EOTAS) may be more appropriate.

Who might need to access AP?

AP may be required for children of statutory school age with or without an EHCP. For early years and post-16 learners, AP may be provided if they have an EHCP and their needs require it.

Decisions about AP are made by the school and/or council as the ‘responsible body’, with opportunities for parents/carers and, where appropriate, the child or young person to share their views and contribute to planning and review discussions. Families can participate through processes such as EHCP annual reviews, SEND Support reviews, or planning meetings with the school or Council. These forums allow parents to raise concerns, suggest adjustments, and help shape the support their child receives.

Important

While parents and carers are encouraged to share their views, AP is not a service that can be directly requested or demanded by families. The decision to arrange AP rests with the school or the Council, based on assessed need and in line with statutory duties.

What AP is not

AP is different from:

• Elective Home Education (EHE): Chosen and funded by parent carers. It is not a substitute for AP and should not be suggested by schools due to unmet needs. Section I of the Education Health and Care Plan (EHCP), if your child has one, will state that parent carers have made their own arrangements.
• Education Other Than at School (EOTAS): A long-term tailored education package for children and young people (CYP) with EHCPs who cannot attend any setting, even with support. EOTAS is agreed by the Council and written into Section I of the EHCP. Some EOTAS packages may include AP providers.

Key differences between AP and EOTAS:

Purpose of Alternative Provision

AP is one of several approaches that can support children in re-engaging with education - either by returning to school or moving on to a suitable post-16 pathway. Many of the features offered through AP, can also be implemented within mainstream schools, particularly those working towards inclusive practices as promoted by the Partnership for Inclusion of Neurodiversity in School (PINS) framework. These can include:

• Smaller group sizes, reducing the pressure of large mainstream classes
• Personalised learning schedules tailored to individual needs
• Access to therapeutic and pastoral support, often delivered by staff with a specific focus on wellbeing, complementing the support already provided in schools
• Creative and bespoke approaches to address specific barriers to learning
• Supportive environments for neurodivergent learners - such as structured routines, sensory-friendly spaces, and communication aids – which are increasingly embedded in mainstream schools as part of inclusive practice
• A broader focus beyond academic outcomes, where appropriate.

It should be noted that mainstream schools can in many cases also offer some or all of this support.

Who arranges and pays for Alternative Provision?

If your child cannot attend school due to medical needs, emotional challenges, or other reasons, they may need AP to be arranged for a period of time Before this happens, school are expected to make reasonable adjustments, as outlined in the Ordinarily Available Provision (OAP) such as changes to the environment, timetable, or support - to help your child stay in school.

If those adjustments are not enough, AP may be considered. Responsibility for arranging and funding AP depends on your child’s situation.

Not sure who is responsible?

There’s a helpful table below that shows different situations and who is responsible. If you’re unsure, speak to your child’s school or EHCP Coordination Officer.

Can I choose and pay for AP myself?

AP is not something that parent carers can formally request, but there may be times when families feel it could be a helpful option for their child. In such cases, parents are encouraged to speak with the school to share their concerns and explore whether AP might be appropriate. While the final decision rests with the school or the Council, this conversation can be an important part of identifying the right support.

Provision queries

If you have questions about the status of agreed AP:

• If AP has been agreed but is not in place, contact the school or the council, depending on who is responsible (see table above)
• If your child has an EHCP, contact your EHCP Coordination Officer first. They can liaise with the relevant teams if needed.
• If there’s ongoing confusion or delay, escalate to your EHCP Coordination Officer, or refer to their EHCP Coordination Manager.

Important

If parents or carers decide to arrange and fund AP independently, without a prior agreement from the council, this is done at their own risk. It cannot be assumed that we will pay for AP services retrospectively.

Free School Meals

If your child is eligible for Free School Meals and attending AP:

• Meals should be provided at the AP setting
• If that’s not possible, the Council may provide vouchers (for low-income families).

Contact your EHCP Coordination Officer (for those with an EHCP) or Attendance Advice and Intervention Officer/A2E Programme Manager (for those without an EHCP) for help arranging this.

How does Alternative Provision work?

This section outlines the key stages of accessing and managing AP, including what to expect and who is responsible at each step.

Provision Structure

Your child is entitled to a full-time education which can be made up of:

• Two or more part-time provisions
• A combination of part-time at AP and part-time at school (this arrangement must be agreed by the school)

There’s no legal definition of what constitutes full-time education, but it is generally accepted to be around 18-25 hours of taught lessons per week for statutory school-age children.

Where a child receives 1:1 tuition, this is recognised as more intensive than classroom learning, therefore 5 hours of 1:1 tuition is considered equivalent of 7.5 hours of group provision. There is an expectation that all children accessing AP will receive a minimum of 15 hours of educational activity per week, which may be made up of 1 to 1Tuition, group activity, online learning, physical, outdoor or creative learning.

If a child’s needs (e.g. medical, emotional, or mental health) make full-time provision unsuitable, fewer hours may be agreed.

Part-time AP can affect family routines and responsibilities. While there is no legal requirement for schools or the Council to arrange education in a way that supports parental employment or other family commitment, they are encouraged to consider the wider family context when planning and reviewing. Exploring flexible arrangements, where possible, can help ensure provision remains appropriate and manageable for families.

Agreement of AP

Schools may suggest AP to support children facing behavioural or emotional challenges. While parental consent is not legally required in all cases, best practice includes:

• Seeking and recording the child or young person’s views
• Co-producing plans with parents/carers
• Clearly outlining the purpose, structure, and goals of AP

A reintegration plan should be developed unless a longer-term arrangement (like EOTAS) is agreed. This plan should be reviewed regularly with families.

If your child is struggling to attend the AP put in place by the school, they will work with you to address the barriers to attendance. If you have concerns regarding the AP placement itself, you should share your concerns with the school leadership and use the school complaints policy if you feel that your concerns have not been addressed.

If the council have arranged AP for your child who has SEN needs but doesn't have an EHCP, please refer to the school if you have any queries.

If the council have arranged AP to meet the support requirements that are outlined in their EHCP, please contact your EHCP Coordination Officer if you have any queries.

Accessing AP: Timeliness and School roll status

When a child is at risk of exclusion, experiencing emotionally based school non-attendance (EBSNA), or unable to attend school for other reasons, it’s essential that suitable education is arranged without delay.

We have outlined some common scenarios, expected timeframe for action (and by whom), and whether the child remains on the roll of their current school.

Understanding these factors can help you know what to expect and who to speak to if you have concerns about your child’s education:

Acting within these timeframes helps ensure children remain engaged in education and are not disadvantaged due to their circumstances.

Review of AP

Regular reviews are essential to ensure that AP continues to meet your child’s needs and supports their progress.

Important

Parent/carer feedback is vital. Your insights help evaluate whether the provision is working and shape any necessary changes. If disagreements arise, they should be addressed through open dialogues or, if needed, the school and Council’s complaints or mediation process.

Planning for Reintegration

For many children and young people, returning to a school or suitable setting is the key goal of their AP placement. Reintegration should be:

• Planned early, based on the child’s progress, preferences, and needs
• Collaborative, involving families, schools, and the Council
• Flexible, with options such as phased returns, additional in-school support, or adjustments to the learning environment

However, reintegration may not be appropriate for every child. In such cases, planning should focus on identifying sustainable, long-term alternative – such as EOTAS or bespoke post-16 pathways – that continue to meet the child’s needs.

Clear communication and shared expectations are essential to achieving the best outcomes for everyone.

What if AP isn’t working?

Even with the best intentions, AP may not always meet your child’s needs. If you’re concerned, you’re not alone – and there are clear steps you can take.

Important

Your voice as a parent or carer is vital. You know your child best. All decisions about changes to AP should be made in partnership with you and, where appropriate, your child.

Transport to Alternative Provision

If a school arranges AP, they will be responsible for arranging and paying for transport to the AP setting. This includes any dual/multiple or college link placements.

If AP is arranged by ÖйúPÕ¾ under duties laid out within Section 19 of the Education Act, where your child:

• is not on roll at a school or
• has an EHCP naming a mainstream setting, but the council accept they cannot attend so are seeking a specialist school

then your child may be eligible for travel assistance to the AP provider in line with ÖйúPÕ¾’s Home to School Travel Assistance policy.

Travel assistance is support that ÖйúPÕ¾ can put in place to help your child travel to their school or other setting. For assistance to be awarded, your child must be eligible. If the transport eligibility criteria are met, the Council’s first offer for AP will be a Personal Travel Budget to support you to get your child to and from the provision/s, or in exceptional circumstances, a form of contracted transport (taxi or minibus). More information about travel assistant to an Alternative Learning Provider can be found on the Local Offer Travel assistance page.

For children under-five or over 16 with an EHCP, travel assistance is considered case-by-case. You can find more information and guidance for under-fives and Post-16 on the Local Offer Travel assistance page

Where ÖйúPÕ¾ have agreed your child has AP or Education Other Than at School (EOTAS) the setting will not be named in section I of the EHCP. A conversation around getting that child to the agreed placement should be initiated, as it is deemed to be parental responsibility. While the Council may offer support in the form of an independent travel allowance, this is not automatic and will be considered on a case-by-case basis. If you believe travel assistance is needed, you must submit a formal request to the School Travel and Assessment Team.

Any request for travel assistance can be considered on an individual basis. You can contact the ÖйúPÕ¾ School Travel and Assessment Team by using the or call them on 0300 200 1004 . You can find helpful information and guidance on the ÖйúPÕ¾ School transport pages. In the event a transport application is turned down, parent/carers can appeal. Details of the appeal process and what is classed as exceptional circumstances, together with the Appeal form can be found on the Appealing a travel assistance decision page.

Part time timetables

Home to school travel assistance will only be provided at the start and finish of the normal school or college day. The provision of transport for part-time hours does not fall with the council’s statutory duties and will not be provided. Schools and parent/carers and carers should take this into account when bespoke hours are being set for a pupil.

Where families wish to have more flexible travel arrangements, a travel allowance can be requested. If there is a formal plan of part time attendance agreed between the setting and pupil, travel assistance may be considered on the individual circumstances and on a case-by-case basis.

In cases where existing transport arrangements are in place, the school should liaise with the Transport team to ascertain the impact the changes will make on the operator. This should be done before the part-time timetable is put in place.

Dual or Multiple placements

Dual or multiple placements are where a child or young person attends more than one school or where a school has a college link placement. This is an arrangement where a student spends a portion of their time at a local college, gaining experience in a new environment, trying out different courses or vocations. Dual or multiple placements may require additional travel assistance, such as transport at earlier or later times of the school day.

Schools are responsible for arranging and paying for the cost of such transport. Where a pupil is on the roll at one school but visits another school for inclusion or link purposes, the school where the pupil is usually based will be responsible for arranging and paying for transport. These arrangements also apply to pupil referral units.

Types of Alternative Provision

AP can be delivered in different types of settings, which fall into two categories:

Registered Providers

Some providers must register as independent schools. This is a legal requirement if they offer full-time education to:

• Five or more children aged between 5 to 16 years or
• At least 1 child of that age who is looked after by the council or has an EHCP

These providers must meet the Independent School Standards and are inspected by Ofsted or another regulatory body. This helps ensure that are safe, well-managed, and provide a good quality of education.

In short: Registered providers are legally recognised as schools and must follow strict rules to support children’s learning and wellbeing.

Providers offering only part-time education, or full-time education to less than five children without an EHCP or not looked after by the council are not required to register as an independent school.

Further information on the identification of unregistered/unlawful school and settings can be found in our Unregistered Schools Strategy.

Unregistered Providers

These settings are not schools or college and do not need to register. They may include:

• Tutoring companies
• Online learning platforms
• Vocational training centres
• Therapeutic or wellbeing services

Some unregistered providers may specialise in supporting neurodivergent children or those with complex communication needs, offering tailored approached that may not be available in mainstream settings.

Unregistered providers are often used for part-time education or when working with a small number of children who are not looked after and do not have an EHCP.

Because they are not registered school, they are not inspected by Ofsted in the same way. However, they can still offer high-quality, safe, and supportive education.

Whether the provider is registered or not, it is the responsibility of the school or Council arranging the AP to ensure sure the setting is safe, appropriate, and meets your child’s needs. This includes carrying out appropriate safeguarding checks, reviewing the provider’s policies and staff qualifications, and ensuring the quality of education is regularly monitored.

If you are using a Personal Budget to arrange AP yourself, you are responsible for checking the provider is suitable and safe.

More information about what alternative providers there are in ÖйúPÕ¾ can be found on the Alternative Provision: Alternative Curriculum Pathways and Reintegration Support page.

Schools looking to arrange independent Alternative Provision

The Department of Education have created:

Where a provider is a member of ÖйúPÕ¾’s dynamic market it does not mean that we recommend or approve their use. It is important to understand that schools arranging AP themselves are responsible for carrying out their own checks to assure themselves that the quality and appropriateness of the provision, this includes whether it meets the needs of the child and any other legal checks including safeguarding and compliance checks.

Using a Personal Budget for Independent AP

If you have a Personal Budget agreed by us to use for AP, this means they are responsible for carrying out their own checks to determine if it is suitable for their child. A personal Budget may be provided as a direct payment, allowing families to commission and manage elements of their child’s provision themselves, including AP, where this has been agreed as part of the EHCP. More information on what a Personal Budget is and who can request one can be found in the SEND personal budgets policy.

Support available to parent/carers

If you’re concerned that your child’s needs aren’t being fully recognised – especially around attendance, access to education, or reasonable adjustments – there are several ways to seek help:

• Start with your child’s school: speak to the SENCo, Headteacher, or Attendance & Inclusion Manager. Schools are expected to work in partnership with families and make reasonable adjustments before considering AP.
• If your child has an EHCP or is being assessed: Contact your EHCP Coordination Officer, who can coordinate support if needed.
• If your child does not have an EHCP: Speak to your Attendance Advice and Intervention Officer or A2E Programme Manager (if applicable). They can help schools explore AP options and ensure appropriate support is in place.
• For issues with transport, contact the School Travel and Assessment Team
• Independent advice and support:
  • SEND Advice ÖйúPÕ¾ offer free, impartial, and confidential advice.

Tel: 01737 737300

Email: SENDAdvice@surreycc.gov.uk

Web:

If concerns cannot be resolved informally using the channels outlined above, each school and the Council have formal complaint policies which may be used.

Glossary of Terms

• Alternative Provision (AP) - Education arranged for children who cannot attend school due to health, emotional, behavioural, or other challenges. Typically, short-term and aims to support reintegration.
• Education, Health and Care Plan (EHCP) - A legal document outlining the education, health, and social care support a child or young person with special educational needs (SEN) requires.
• Elective Home Education (EHE) - Education provided by parents/carers at home, chosen voluntarily and not arranged by the school or local authority.
• Education Other Than at School (EOTAS) - A tailored education package for children who cannot attend any school or setting, even with support. Only available to those with an EHCP and agreed by the local authority.
• Special Educational Needs and Disabilities (SEND) - refers to children and young people who have learning difficulties or disabilities that make it harder for them to learn than most others of the same age.
• SEN Support - Support provided in schools for children with special educational needs who do not have an EHCP.
• Section 19 (Education Act 1996) - Legal duty for local authorities to arrange suitable education for children of compulsory school age who cannot attend school due to illness, exclusion, or other reasons.
• ÖйúPÕ¾ Virtual School (SVS) - A service supporting the education of Children Looked After (CLA), ensuring they receive appropriate support and provision.
• Children Looked After (CLA) - Children who are in the care of the local authority, either through a care order or voluntary agreement.
• Unregistered Provider - An education provider that is not registered as a school. May include tutoring services, online platforms, or vocational centres. Used for part-time or specialist provision.
• Registered Provider - An independent school or setting that meets legal requirements to offer full-time education and is inspected by Ofsted or another regulatory body.
• Personal Budget (PB) - Funding allocated by the local authority to a parent/carer to arrange specific support or provision, including AP, as part of an EHCP.
• Attendance Advice and Interventions Officers / A2E Programme Manager - Local authority professionals who support children not attending school and help schools explore AP options.
• Emotionally Based School Non-Attendance (EBSNA) - A term used when a child is unable to attend school due to emotional distress or mental health challenges.
• Part Time Timetable - An arrangement where a child attends education for fewer hours than a full-time schedule. Must be agreed and reviewed regularly.
• Dual/Multiple Placement - An arrangement where a child attends more than one educational setting, such as a school and a college.
• Travel Assistance (TA) - Support provided by the local authority to help children travel to and from their educational setting, including AP.
• On Roll (of a School) - A child is considered “on roll” when they are officially registered as a pupil at a school. This means the school is responsible for their education, even if they are not attending full-time or are receiving some education elsewhere (such as through AP)