Alternative Provision

Alternative Provision for Children and Young People with Special Educational Needs and Disabilities (SEND)

Alternative Provision (AP) means education arranged for children and young people who cannot currently attend a mainstream school full-time.

This might be because of:

Special educational needs or a disability (SEND)
Medical needs
Social, emotional, or mental health difficulties
Other circumstances that make learning in a regular classroom difficult

The aim of AP is to make sure every child gets a high-quality, personalised education that helps them learn, grow, and prepare for the next stage in life.

Who Alternative Provision Might Be For

Alternative Provision may be considered for a child or young person who:

Has complex SEND that cannot currently be met in a mainstream school
Needs more intensive support for social, emotional, or mental health needs
Has significant medical needs that make regular school attendance difficult
Is at risk of exclusion or has been permanently excluded

The Home School’s Responsibilities

When AP is agreed for your child, their home school stays responsible for making sure it is safe, suitable, and meets their needs.

Finding the Right Placement

Your child’s home school must:

Choose a setting that is safe and meets your child’s specific needs. The Local Authority (LA) can offer advice and guidance where needed.
Ensure the education matches what your child would learn in mainstream school, helping them return or move on successfully
Check that the location and journey to the setting are safe and reasonable
Carry out their own checks to confirm quality, safeguarding, and suitability – even if the provider is on an approved list

Planning the Placement

The home school will:

Agree the purpose, goals, and timescale for the placement with you, your child (where appropriate), the provider, and the local authority (where needed)
Make sure a personalised plan is in place, showing what support will be given and how progress will be tracked
Review progress at least every half term and make changes if needed

Supporting Your Child Throughout

The home school must:

Keep your child on their school roll so they remain part of the school community
Stay in regular contact with the provider and your child to monitor learning and wellbeing
Have clear systems to get updates on attendance, progress, and any concerns
If returning to mainstream school is the goal, work with the provider to plan a smooth, well-supported transition

Academic Pathways / Qualifications

Different subject routes a student can take, including GCSEs, A-levels, BTECs, and other recognised awards.

ADHD (Attention Deficit Hyperactivity Disorder)

A condition affecting focus, impulse control, and energy levels. Children and Young People may find it harder to concentrate, stay organised, or sit still.

Alternative Provision (AP)

Education for Children and Young People who can’t attend mainstream school full-time, often because of illness, exclusion, or special needs. It offers smaller groups, tailored learning, and extra support to help them re-engage with education.

ASC (Autism Spectrum Condition)

A lifelong difference in how a person experiences the world, communicates, and relates to others. It can include sensory differences and a preference for routine.

A-levels

Advanced qualifications usually studied over two years, often needed for university or higher education.

BTECs

Practical, work-related qualifications that can lead to further study or employment.

Community-Based Learning

Education delivered in local spaces such as libraries, sports centres, or community halls, rather than in a school building.

Craft-Based Curriculum

Learning that uses hands-on activities like woodwork, glassmaking, or gardening to teach practical skills and personal development.

Education, Health and Care Plan (EHCP)

A legal document describing a child’s needs, the support they must get, and their goals in education, health, and care.

Enrichment Activities

Clubs, trips, and activities beyond normal lessons that help build confidence, interests, and skills.

Equine Therapy

Therapeutic activities involving horses to help build trust, self-confidence, and emotional well-being.

Forest School / Nature-Based Learning

Outdoor learning in woodland or nature settings, using practical activities to build confidence, teamwork, and problem-solving skills.

Functional Skills

Practical maths, English, and IT skills needed for everyday life and work.

Individualised Learning Plan (ILP)

A tailored plan showing a student’s learning goals, the support they need, and how progress will be measured.

Life Skills

Everyday skills like cooking, budgeting, travel, and personal care, which help a young person live independently.

Low-Arousal Environment

A calm, quiet, and uncluttered space that reduces stress for Children and Young People who can be overwhelmed by noise, movement, or busy surroundings.

Mainstream Education

The regular school system where most Children and Young People are taught together, following the national curriculum.

Nurture Approach / Nurture Provision

Creating a safe, caring environment where relationships are built first, so Children and Young People feel secure enough to learn.

Online Learning

Lessons delivered over the internet, which can include live teaching, recorded sessions, and online resources.

Outreach Support

Specialist staff visiting a school, home, or community setting to provide help and advice.

PDA (Pathological Demand Avoidance)

A profile within the autism spectrum where a person strongly avoids everyday demands due to anxiety.

Pastoral Support

Care and guidance in school to look after a pupil’s well-being, personal development, and behaviour.

Respite Provision

Short breaks for Children and Young People with additional needs, giving both the child and their family time to rest and recharge.

SEMH (Social, Emotional and Mental Health needs)

Difficulties with managing emotions, behaviour, or relationships that can affect learning. This might include anxiety, depression, anger, or low self-esteem.

SEND (Special Educational Needs and Disabilities)

When a child has learning differences or disabilities that make it harder to learn than most Children and Young People of the same age.

SEN (Special Educational Needs)

Any child who needs extra help to learn, including those without an Education, Health and Care Plan (EHCP).

Sensory Needs / Sensory Integration

When a child’s brain finds it hard to process information from the senses (like sound, touch, or light). Support helps them feel comfortable and able to focus.

Small-Group Learning

Teaching in smaller groups than in a mainstream classroom, allowing more individual attention and support.

Therapeutic Residential Placement

Living arrangements where Children and Young People receive both education and 24-hour care, often alongside therapy and emotional support.

Therapeutic Support

Help from trained staff to improve emotional well-being, mental health, or behaviour — for example, counselling, art therapy, or play therapy.

Trauma-Informed Approach

Teaching and support that understands how past difficult experiences (trauma) can affect a child’s emotions, behaviour, and learning — and adapts to make them feel safe and supported.

Vocational Training

Practical learning that teaches skills for a specific job, such as construction, catering, or animal care.

Approved Providers

You can find information about alternative provision providers approved by Dudley Local Authority below.

Academy21 supports 16 to 19 year-olds with diverse needs, including SEN or EHCPs, through fully online A levels. They offer live lessons, flexible subject choices, personalised guidance, and 24/7 access to recordings, promoting academic progress, wellbeing, and reintegration into further education or employment.

https://academy21.co.uk/key-stage-5/

Accepting Behaviour supports neurodivergent children and young people - especially autistic individuals or those with ADHD or demand-avoidance profiles - through acceptance-based, interest-led education. They provide personalised, trust-building curricula, one-to-one family and school support, EOTAS outreach, and specialist training, empowering emotional wellbeing, re-engagement, and meaningful learning nationwide from their Worcestershire base UK.

https://www.acceptingbehaviour.com/

Priory Park Community School supports Dudley-based young people with SEMH needs or at risk of exclusion through alternative provision. Their six-week Box Clever program combines academic work with intensive mentoring using boxing, offering personalised, structured support that promotes engagement, wellbeing, confidence, and reintegration into mainstream education.

https://prioryparkschool.co.uk/

Breathing Space supports primary and secondary-aged children with emotional or mental health needs, offering therapeutic, nature-based learning in woodland settings. Through creative activities, 1:1 and group sessions, residentials, and recognised qualifications, they promote well-being, inclusion, and personal growth for those at risk of exclusion from education or wider society.

https://www.breathingspacetherapeuticservices.co.uk/

Cherry Tree Learning Centre provides education for pupils aged 5–16 in the Dudley borough who are unable to attend mainstream schools due to medical or mental health needs. The centre offers tailored education through various provisions, including hospital-based, home tuition, and short-stay school settings. Referrals are made by the pupil’s school and supported by a medical practitioner.

https://ctlc.org.uk/

Evolve Learning supports 14–19-year-olds struggling in mainstream education, guided by the ethos “unlocking potential, inspiring growth.” Staff help students overcome challenges, continue learning, and broaden horizons through personalised support and development opportunities.

Fern Education & Training provides teacher training for adults seeking professional development and career advancement in educational roles.

Impact Independent School offers alternative education for 14–19-year-olds, delivering personalised learning plans and vocational pathways to support engagement and individual development.

https://www.impactindependentschool.co.uk/

Nudge Education offers tailored education and mental health interventions for young people aged 3–25 who are chronically disengaged or out of education. Their services include one-to-one support, therapeutic and enrichment activities, and bespoke projects, all delivered through a holistic, needs-led approach.

https://nudgeeducation.co.uk/

OCEM supports children and young people with social, emotional, and mental health (SEMH) needs—typically those struggling in mainstream education—by delivering bespoke tuition, emotional wellbeing programmes, 1:1 and online learning, nurture-driven support, and holiday respite to foster engagement and progress.

https://www.ocem.org.uk/

Power 2 Limited supports 14–19-year-olds in developing personal, social, and employability skills through education and tailored guidance, promoting positive outcomes.

https://www.power2.org/

Shropshire Adventures Academy supports 11 to 18 year-olds with SEND, autism, anxiety, or trauma through outdoor, nature based education. Using equine therapy, forest school, and accredited qualifications, they offer personalised, trauma informed learning that builds confidence, life skills, emotional wellbeing, and reintegration into mainstream education, further training, or employment.

https://www.shropshireadventuresacademy.co.uk/

Sycamore Short Stay School provides short-term alternative provision for pupils aged 5–14 who are unable to attend mainstream school due to exclusion or other challenges. The school focuses on personalised learning, reintegration support, and emotional wellbeing, helping pupils transition successfully to permanent placements or other educational settings.

https://www.sycamore.dudley.sch.uk/

Unity Academy is a primary Alternative Provision (AP) in Kidderminster, supporting pupils aged 4–11 with Social, Emotional and Mental Health (SEMH) needs. It offers short-term placements, behaviour courses, and outreach services. The curriculum is delivered through a nurturing, personalised approach, focusing on individual well-being and academic development.

https://www.unityacademyap.co.uk/

Wheels VLS supports young people aged 14–25 who are disengaged from mainstream education. It delivers a practical, needs-led curriculum in small groups, focusing on vocational skills, life skills, and personal development. Additional support includes mentoring, counselling, and enrichment activities to build confidence, resilience, and employability.

https://wheelsvls.co.uk/

Work N Learn supports 14–19-year-olds with tailored GCSEs, vocational programs, mentoring, counselling, and work placements, helping learners progress into further education, apprenticeships, or employment.

https://www.worknlearn.org.uk/

SEND and Alternative Provision Strategy 2025 - 2031

The SEND and AP Sufficiency Strategy (2025-2031), (published 27 March), establishes Dudley Council’s commitment to meeting the rising demand for specialist educational provision while promoting inclusive practices in mainstream settings for the next 7 years.

Last updated: 27/08/2025

Alternative Provision