For families whose child is struggling in, or has come out of mainstream school, and needs a more individual, therapeutic way to learn.

Our Alternative Provision offers individualised education for school-aged autistic children and young people whose needs are not being met within their current school placement. We combine education with Positive Behaviour Support and behaviour-analytic teaching so learners can re-engage at a pace that is realistic for them. Provision is goal-led, person-centred and coordinated with families, schools, local authorities and other professionals.

Who is this for?

This may be appropriate when a child is struggling to attend, engage or remain regulated in mainstream or SEND school settings, or when a more individual environment is needed. Families may be considering alternative provision or EOTAS following a difficult period in education. We focus on the learner’s needs and barriers rather than expecting them to fit a standard timetable. Referrers can discuss how provision may contribute to EHCP outcomes and wider plans.

What it involves

Each placement begins with information gathering and assessment so we understand the learner’s communication, strengths, interests, support needs and barriers to education. We agree individual outcomes and create a programme that can include communication, independence, emotional regulation, engagement, functional learning and access to appropriate academic activities. Positive Behaviour Support is used to create capable environments and reduce the need for reactive approaches. Teaching is adapted to the learner and progress is measured over time. We collaborate with families, schools, local authorities and other professionals, particularly where the placement forms part of an EHCP, EOTAS package or transition plan. The aim is meaningful participation and progress, not simply attendance.

How it’s delivered

Alternative Provision is delivered from our dedicated setting in Bicknacre. Attendance patterns and staffing are agreed individually according to the learner’s needs, risk assessment, funded package and wider education plan. Learners are supported by trained practitioners, with qualified behavioural oversight and regular review. Programmes can include work within the setting and, where appropriate, carefully planned community learning to support generalisation and independence. We maintain communication with families and the professional network so changes in need, progress or risk can be responded to promptly. Our approach remains flexible while keeping clear goals, data and accountability.

Qualifications and oversight

Support is delivered by trained practitioners and early years educators, with regular supervision and oversight from qualified behaviour analysts. Oversight includes assessment, programme design, review of data, coaching and changes to teaching strategies when needed. We work within professional standards and keep families and relevant professionals involved in decisions.