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Alternative Provision – Strategy and plans 1. Introduction

1.1. Gloucestershire County Council’s SEND Commissioning Strategy 2019-24,

identified pressure on the current Alternative Provision (AP) Schools in Gloucestershire. Much of the existing accommodation lacks the basic requirements for effective learning environments and the way in which AP Schools are currently commissioned and funded does not support the drive towards earlier intervention and improved outcomes for children and young people that the county is advocating. The Strategy identified that developing the AP provision for the county was therefore a key priority.

1.2. The Alternative Provision Transformation Project was established as part of the JHNTP and launched in June 2020.

2. Vision

2.1. Our vision is to develop and fund a class leading, flexible and needs led Alternative Provision Schools system that is a proactive and collaborative feature of the Gloucestershire education system. Our integrated service will:

Be focussed on high quality, early intervention and cross-phase services and support for children and young people that are at risk of exclusion to prevent where possible the need for fixed term and permanent exclusion.

Provide, where permanent exclusion happens as a last resort, an outstanding educational and therapeutic support/provision to enable children and young people to aspire to and achieve the very best outcomes.

Be a key feature within the overarching vision for exceptional education and joined-up, cross phase children’s services across the county.

3. Project Aims

3.1. The project aims to reduce the number of children and young people being permanently excluded from school in Gloucestershire by working in partnership to:

Transform the way in which alternative provision is provided; ensuring early mainstream intervention and improved outcomes for vulnerable children and young people.

Ensure the resources and provision available to children and young people at risk of permanent exclusion is of the highest quality. This will include:

o learning environments that are fit for purpose and support effective learning

o a high-quality curriculum that is tailored to meet the needs of pupils attending this provision

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o effective systems and processes for the assessment of children and young people’s needs

o improved multi-agency collaboration and communication to ensure support/services are targeted and available at the point of need

o reduce the direct and indirect costs associated with alternative provision by ensuring effective use of funding and over time supporting the sustainable delivery of the High Needs’ budget.

4. Structure of Alternative Provision

4.1. In addition to the project aims we are also considering the structure of alternative provision and how it can be developed.

4.2. Currently there are three schools operating five sites (four secondary and one primary) across the county. We are currently planning the merger of CTAPS and SCAPS (both Ofsted Good) in 2021/22. GFAPS is currently awaiting an Ofsted inspection, the outcome of which will determine the structure of AP in the longer term.

4.3. Whilst it is important to recognise that each school is unique and the way in which they implement and deliver each service element will also be unique, based on local need, context and resources, collaborative working, a consistent, county-wide approach and evidence based, best practice is expected across the AP schools.

5. Level of need and places

5.1. The proposed approach to refocus alternative provision to support early intervention means that identifying numbers based on historic data is challenging. We are clear that permanent exclusion is not the only indicator we should consider to identify demand for an early intervention model. Groups that we would expect to benefit from provision would be those that:

receive multiple fixed term exclusions (FTE), a group that we know often lead to permanent exclusion

are at risk of off-rolling and in-school exclusion are considering elective home education (EHE) as the risk of permanent

exclusion becomes apparent have emerging SEMH needs that can escalate and result in the need for

specialist provision.

5.2. FTE Data indicating level of need in primary and Years 7 & 8:

763 instances of primary FTE (2018/19) 178 primary pupils with two or more FTE* (2018/19) 156 primary pupils with SEN support with one or more FTE (2018/19) 234 Year 7 pupils with one or more FTE (2018/19) 342 Year 8 secondary pupils with one or more FTE (2018/19)

* Range: from 2 to more than 10

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5.3. EHE Data:

1,412 pupils registered as EHE in Gloucestershire at end of April 2021, a 13.4% increase from April 2020

Just under 20% of new EHE starters state health/mental health as reason for starting

23% of all EHE recorded with SEN.

5.4. Alternative provision currently provides 208 places for permanent exclusion and has been regularly full over the last four years. The cost of this provision to High Needs is £4,368,000.

5.5. The proposed move to an early intervention model will move us away from a long term ‘place based’ approach to one that focusses on outreach, short term and part-time placements and provision of training and development for the mainstream (see attached from GFAPS).

5.6. As such we would expect to be working with and supporting up to 100 primary aged pupils and 200 secondary aged pupils each year. This is a significant increase in engagement with the primary phase, which reflects out ambition to provide a model of earlier intervention.

What do we need to deliver the aims? 6. Learning environments

6.1. To deliver class leading alternative provision we need to ensure that we are providing the right learning environments. These are schools and should look and feel like any other both in terms of the accommodation and the outdoor space and environment.

6.2. We also need to ensure that have phase specific sites. Primary and secondary alternative provision delivered from the same site is not desirable and impossible where there isn’t appropriate separation on the site.

6.3. As such we are planning to develop our accommodation. We are expecting to phase this work, because all five sites have significant challenges.

6.4. In phase 1 (aim to complete by end of calendar year 2021) we are looking to put in place appropriate primary centres. This will involve:

Closing the Joys Green Centre in the Forest area (only dedicated primary site) and relocating GFAPS provision to the previously temporary Clearwater School site in Quedgeley. This is now vacant as Clearwater has moved into their permanent accommodation.

Secure a primary site to support Stroud and Cotswold locality. Currently strong options through use of the old Watermoor school site or the Severn View Primary school site (should closure progress through RSC).

6.5. In phase 2 (starting January 2022) we will look at development of secondary sites this will likely entail:

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Development of existing Stroud and Cheltenham sites to ensure access to appropriate outdoor space and make general improvements to sites to make them appropriate and sustainable for the long-term use.

Develop a business case for significant investment into the Gloucester secondary provision. Given the quality of the existing sites and the likely cost of development, this could well result in a recommendation to build a new centre.

7. The service offer

7.1. We have been working with a multi-agency group, including school leaders to explore what the service offer should look like.

7.2. The commissioned service offer from the Alternative Provision Service (APS) will focus on supporting early intervention and not incentivise permanent exclusion by using it as a threshold to access support.

7.3. The alternative provision service offer will include:

A range of structured support/intervention programmes for children and young people at risk of exclusion that includes:

o AP working with the children and young people (and staff) in the mainstream setting to support assessment and identify strategies to enable continued access to mainstream.

o Structured programmes that offer short term and full or part-time placement into AP provision. These should have clear timeframes, activities and success criteria.

A clear structured offer for children and young people that are permanently excluded from main stream provision.

A training and CPD offer to the school system, focussed on developing and building expertise in the mainstream.

7.4. High Needs funding be used flexibly to support the broader service offer through either partial or full funding.

Service Offer Proposal - Statements of Intent 7.5. The following statements of intent are proposed as overarching statements

for a county-wide AP Service.

Outreach

7.6. Gloucestershire County Council’s Alternative Provision Service (APS) will offer a range of evidence based, short term outreach packages to support schools and children & young people at risk of exclusion. Outreach packages will be designed to provide three levels of support or intervention:

Pupil/Family Level (interventions with individuals or small groups of pupils focussed on specific issues or behaviours, support for parents & carers)

School Level (advice, guidance, training & signposting)

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System Level (advice, guidance and training)

7.7. The APS Outreach Services’ primary objective is to work collaboratively with schools and families to support the development of skills and systems which enable them to assess, manage and respond to pupils’ needs and behaviours, improve engagement and enable the pupil to remain in mainstream education and achieve positive outcomes.

7.8. Our service is founded on restorative principles, which means that we endeavour to work with those we support rather than directing them in their actions.

Partnership Places

7.9. Gloucestershire County Council’s Alternative Provision Schools (APS) will offer a range of pupil-centred part time or short term bespoke or evidence based academic, vocational, therapeutic and personal development programs to support pupils within a mainstream setting who are at risk of permanent exclusion. This programme of places will be developed to provide a needs-fulfilment model; through which, high quality initial assessments will determine the right ‘package’ for the pupil.

7.10. Pupils will be dual registered and an ongoing connection with, and involvement of the mainstream setting will be an integral component of all placements. There will be a clear referral process between mainstreams and AP, and a rigorous Exit Plan coupled with a sympathetic FAP process.

7.11. Partnership provision is heterogeneous across the different AP schools as staff specialism differs between settings and should be taken in to consideration when offering placements; taking in to account locality, travel time and needs of the pupil.

7.12. Capacity within the APs will need to be flexible in order to accommodate variation in placement length and style; with some placements being full time (more common for in-year admission in Y11), part time (partial days/weeks), short term (sessional) and one-offs.

Curriculum

7.13. Gloucestershire County Council’s Alternative Provision schools will work collaboratively with mainstream schools, parents and carers to plan and deliver high quality coherently sequenced learning and holistic packages of support. The curriculum will be developed and adapted so that it enables pupils to re-engage with education. It will address barriers to personal growth, will be broad and balanced and designed to prepare and enable pupils to return to mainstream education or, where applicable, transition to another specialist setting or next stage of their learning.

7.14. Every pupil will be seen as an individual, with an equal right to high quality teaching and learning that supports their strengths, interests and aspirations, and enables pupils to achieve their best.

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7.15. Schools will work hard to establish relationships with pupils, including them in all aspects of school life. They will get to know their pupils well - their strengths, interests and needs and in turn, use this knowledge to make the best possible personalised offer so that learners can experience success, thrive and make positive contributions to the wider world.

7.16. The sharing of full and robust information from the excluding school about previous assessments, interventions, progress and what the pupil has been studying will be critical to the success of supporting the pupil into and out of Alternative Provision, including a return to mainstream education. This will enable schools to respond rapidly to pupils’ needs, which are often complex, and adapt the provision so as to improve outcomes for all pupils, including those with SEND.

Key Stages 1 & 2

7.17. Gloucestershire County Council’s Alternative Provision primary schools will provide safe, nurturing environments and teaching that supports physical, personal, social and emotional development, effective communication and language skills and a life-long interest in learning.

7.18. The core KS1 & KS2 curriculum will offer a broad, topic-based curriculum. It will focus on the development of numeracy and literacy knowledge and skills, whilst ensuring that pupils still have the opportunity to study a broader range of subjects that are commensurate with the national curriculum.

7.19. The curriculum offer will extend beyond the academic so as to provide for personal development. It will therefore incorporate a therapeutic programme which will enhance resilience, self-esteem, and independence, whilst also developing the skills pupils need to self-regulate behaviour and become confident learners.

7.20. The explicit teaching of values that include: Respect, Responsibility, Trust, Kindness, Resilience and Aspiration, will form a key aspect of the curriculum and are integral to the ethos and lived experience of children attending alternative provision.

Key Stages 3 & 4

7.21. Gloucestershire County Council’s Alternative Provision secondary schools aim to provide an excellent educational experience for all pupils. It is ambitious in its intent to support and prepare them for all aspects of their journey into adulthood; employment, friends, healthy relationships, a sense of belonging within the local and wider community, independence and good health.

7.22. The core KS3 & KS4 curriculum is planned and sequenced to equip pupils with the knowledge and skills they need to achieve a wide range of academic, vocational or technical qualifications, which will enable them to access high quality, meaningful post 16 destinations.

7.23. Short term places are offered for KS3 pupils who are permanently excluded from mainstream school or awaiting a managed move. The aim is to rapidly

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assess their needs, including those with SEND, identify gaps in their literacy and numeracy knowledge and skills and address those gaps with appropriate teaching support and intervention. This then enables them enables a successful return to a mainstream setting or to another appropriate provision.

7.24. KS4 pupils are provided with a broad, balanced, accessible and relevant range of learning experiences and curriculum pathways. Pupils will prepare for and/or sit a range of GCSE exams including for example, English, mathematics, science and art and/or work towards achieving Functional Skills qualifications and will be able to access a range of Technical Qualifications.

7.25. Where it is in the best interest of the pupil for the school to be the permanent destination, Year 11 pupils will be supported to complete their education in alternative provision. Aspiration for what these pupils are able to achieve is high, both academically and vocationally.

Vocational offer

7.26. Gloucestershire County Council’s Alternative Provision Schools will offer a range of high quality and meaningful vocational courses to ensure young people have access to a variety of qualifications, subjects and pathways. The vocational courses offered to pupils are designed to provide additional skills and qualifications to allow access to further education or work-based learning. Vocational courses are offered as part of the broad curriculum at Alternative Provision schools.

7.27. It is the aim of the Local Authority to ensure that:

there is a balance between specific pupil needs and Progress 8 measures when determining vocational offers for pupils within their current school

most quality assured vocational courses are equivalent to GCSE options and therefore the ability of pupils should be taken into consideration in terms of accessibility

high quality employability support and guidance is provided

where mainstream schools are unable to offer vocational courses, and pupils have not been identified as at risk of exclusion, they should work collaboratively with further education to build a vocational package for those individuals.

7.28. Gloucestershire recognises the importance of high quality; specialist vocational courses and the impact access to vocational learning can have on transforming children & young people's lives for the future. It is with this intent, that careful identification and assessment of need is necessary and will work collaboratively with schools, further education, alternative provision and young people to guarantee suitable future pathways.

‘Therapeutic’ offer

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7.29. Gloucestershire County Council will support the timely provision and delivery of high quality HCPC and BPS approved psychological well-being assessment processes and interventions to support children and young people at risk of exclusion and/or accessing alternative provision. This includes integrating information from reasons for referral/stated concerns, gathering background information, observations and contextual information, and generating a list of appropriate interventions to be considered with children and young people. Depending on the complexity and needs of the child or young person, these will be provided on a short or longer term one-to-one or group work basis and might include:

CBT/ACT

Solution Focused group sessions

The CRUSH Programme (GDASS)

Men and Relationships (MARS programme – GDASS/Women’s Aid or other similar)

Therapeutic Story-writing

Narrative Approaches

VIG

Mentoring

Forest School ©

Active sports (e.g. with Prospects or other similar)

Sandplay

Music/Art Therapy

Counselling (e.g. TIC/TIC+)

Facilitating and sign-posting to other specialist provision

7.30. All agreed interventions will be reviewed as a part of the Plan, Do, Review cycle. Some children and young people may not need /be ready for well-being support through a direct psychological intervention and instead would benefit from therapeutic activities rather than therapy. HCPC professional competencies for assessment apply.

Specialist support and provision

7.31. Gloucestershire County Council will support the provision and delivery of need led, specialist support and provision for pupils accessing AP services. Identified children and young people will access high quality, evidence based multi-agency assessment to ensure an informed, appropriately bespoke provision is planned, delivered and reviewed. This will integrate parents, named setting, mentoring services, education, health and social care in gaining and responding to the voice and needs of each child or young person.

7.32. All specialist support is underpinned by joined-up, multi-agency working professional standards in specialist skills and expertise in education (GTC,

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Ofsted), educational psychology, social care and health (HCPC, BPS) and psychological well-being practitioners (IAPT [NHS] & BPS).

7.33. The core specialist support offer is driven by and measured against meeting CYP needs for:

Safety

Health and well-being

Positive engagement with others

Employability

GCC AP services will be SMART and effective in meeting these needs.

8. Multi – Agency Support

8.1 Gloucestershire County Council will support and contribute to the development of a multi-agency forum around each school. This will act as a mechanism for each school to meet with local partners on a regular basis to have shared conversations about children and young people they are worried about and/or issues arising in the local area.

9. Children Missing Education (CME)

9.1 Gloucestershire County Council’s Alternative Provision Schools will, where it is in the best interests of the child, provide short term placements for children and young people without SEND/EHCP who are children missing education.

9.2 Other than in exceptional circumstances and only where it is in the best interests of the child, Gloucestershire County Councils’ Alternative Provision Schools will not provide placements for children and young people with an EHCP and who are also CME

10. Quality and Impact

10.1 At present, there is no consensus on the characteristics of good quality AP or on the best ways to measure it. Traditional barometers used to measure pupil success and school performance are considered unsuitable by many people.

10.2 Working collaboratively with the Centre for Social Justice, Gloucestershire County Council and the AP schools will pilot a newly developed toolkit that is currently referred to as the Alternative Provision Quality Benchmark Toolkit (Centre for Social Justice, IntergratED,May 2021)

10.3 The toolkit includes a range of evaluation questions across three categories:

Community recognises that AP schools and providers are part of the wider educational eco-system that safeguards and supports pupils. Strong relationships and effective partnerships are crucial components of AP quality.

Curriculum accounts for the support and education provided to pupils. It draws attention to aspects that are particularly pertinent for AP settings

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such as pupil induction, quality of education as well as physical and mental health and wellbeing.

Currency focuses on the outcomes and value gained by pupils in AP, including personal development, academic performance and successful transition to appropriate destinations.