Alternative Provision - the findings and recommendations from Ofsted’s 3 year survey. 24 th August 2016

 To understand the current statutory responsibilities and guidance around Alternative Provision.  To hear Ofsted’s views following their research and their future inspection role.  To understand the importance of monitoring and evaluation.  To support the development of partnership working and share ideas. Aims and Objectives

 Ofsted definition – an organisation where pupils engage in timetabled activities away from the school site and school staff.  Alternative provision can be broad ranging from bespoke therapeutic interventions for those with SEND to vocational specialist provision and hence reasons for referral are also varied.  There is often a need to balance between meeting social and emotional needs and ensuring academic rigour is maintained. The curriculum offer or age range for AP is not specified however it should clearly prepare the child for their next stage of education and all children should continue to receive appropriate and challenging English, Maths and IT. What is Alternative Provision

 Best practice focuses on AP as an integral part of a wider local education system, owned and shaped by schools with providers working in partnership to ensure a rigorously assured programme. There is no Ofsted prescribed system for monitoring AP, schools must ensure these education programmes are quality assured in line with their school standards and Ofsted will consider this as part of individual institution inspections. What is Alternative Provision

 Original Ofsted survey 2011 looking at schools use of off- site alternative provision.  “Many of the findings were not positive”  As an outcome DFE commissioned the Taylor review of AP which highlighted weaknesses both in commissioning and provision.  DFE commissioned Ofsted to conduct a more in depth 3 year research and report on their findings. Context

“Many of the pupils who attend alternative provision are the most vulnerable and disenfranchised in our education system” Ofsted “Pupils who have spent time in alternative provision do considerably worse than their peers” White Paper Ofsted says.....

 165 schools involving 3849 pupils in years 9 – 11 (part and full time)  4% of total number on schools roles  10% of cohort identified with SEND  1% of cohort were Cared For Children Numbers involved

 Schools can use AP to try to prevent exclusions or re- engage pupils in education.  Schools and pupil referral units can use AP for individuals or groups-short or long term basis.  Schools can use AP for excluded pupils, pupils struggling in mainstream, pupils with mental health issues etc. Using Alternative provision

 Developing partnerships between schools and providers to support meeting of Ofsted requirements.  Attendance checks between schools and providers had improved.  School partnerships / provision developing.  Schools sharing good quality and valuable pupil information with providers  Improved risk assessments from providers.  provision provided a ‘safe place’ with reasonable quality of accommodation and resources.  Positive comments from pupils.  Schools paying notice to checks providers carried out on their staff. Findings: Positives

 Some schools not taking enough responsibility re safety and suitability  Providers not often well enough informed about aspects such as child protection. The majority had not attended any formal training.  Very few providers received any guidance about e-safety.  Small number of unregistered providers and schools did not always check their registration status  Some pupils still missed out on English and Maths. For some the curriculum was too narrow. Some pupils could not catch up on work they had missed in school.  Some pupils not receiving a full time education  Lack of understanding around aspirations and evidencing progress  Too few schools properly evaluate the quality of teaching in provisions Findings : Negatives

 Assessment of progress is crucial to ensure pupils needs are being met.  The school or LA remains accountable for the suitability of the provision.  Ofsted are increasingly looking to schools and LA’s to ensure consistency and visit AP.  Personal skills as important as academic achievement (did they arrive on time, behave appropriately etc) Monitoring and Evaluation

 Discuss, agree and give to providers in writing about social networking, the use of social media and e-safety, making the schools expectations clear.  Give providers good quality information in writing about the schools. expectations for child protection and procedures they should follow if they have a concern about a pupil.  Support providers to access appropriate safeguarding training.  Systematically evaluate the quality of teaching and learning at the AP they use, and the impact of this on pupil’s progress towards the qualifications they are studying at their placements. Recommendations for School Leaders

 Systematically evaluate the academic, personal and social progress being made by all pupils who attend AP, ensuring that the targets set for academic progress are suitably challenging.  Consider ways to track and evaluate the impact of AP on pupils employability skills.  Ensure that governors understand the progress made by pupils who attend AP so that they can ensure that decisions made about value for money are well informed. Recommendations for School Leaders

 Give schools clear guidance about how they can best check the safety and suitability of staff working in unregistered alternative provision.  Strongly consider revising the threshold for providers to register as independent schools.  Consider the findings of this survey alongside the recent government consultation about out-of-school education settings.  Give Ofsted direct access, as necessary, to all alternative providers that take pupils of compulsory school age for 6 hours or more. Recommendations for the DFE

 Continue to evaluate thoroughly the use of AP in all section 5 inspections.  Include a special focus on AP in a proportion of inspections of secondary schools, to include visits to alternative providers. Recommendations for Ofsted

 Attendance-non attendance/lateness must be reported without fail asap via and or telephone on a daily and/or weekly basis to all contacts. The Education Network will endeavour to confirm when/method of reporting at the start of the 1-1.  Any concerns around safeguarding should be recorded and reported as above requesting confirmation of receipt - copy in all relevant contacts and requesting receipt of .  No personal contact details should be exchanged with the student unless agreed by school/LA in writing before hand. Best Practice for Tutors

 Schools remain accountable for the educational outcomes of pupils in AP and will take a lead role in commissioning their provision, including when they have permanently excluded the pupil.  In depth monitoring and evaluation from the Tutor(s) is crucial to assessing both educational and behavioural progress. (hard copy of monitoring report to be provided today) Best Practice for Tutors

A big thank you from Eileen and Claire for all your hard work and commitment! We understand the endless challenges 1-1 provides and we thoroughly appreciate your professionalism and pro active attitude, it really makes our job a great deal easier and we are working continuously to improve our service to you. to finish....