Teach Primary Issue 19.6

“Make sure AP is everyone’s business” Why is early intervention so important? Research shows that younger pupils in Alternative Provision (AP) are more likely to reintegrate into mainstream education than older pupils. That’s why high-quality AP should focus on early intervention with clear pathways for, when possible, returning to mainstream education. Effective AP at this stage focuses on broader needs and avoids sole focus on attainment as the only success metric. Instead, it values improvements in attendance, behaviour, engagement, and participation as the foundations for future success and reintegration. What does effective primary AP look like? Supportive relationships, high expectations, and gradual independence. We work with many settings, and the most successful often have these key features. Staff should be trained in relational teaching and self-scaffolding strategies to reduce over- dependence on adults. The best APs support both academic and personal development with a structured environment, routines that make sense, and clear reintegration pathways. Professional development and a whole-school understanding of AP as an intervention, not a destination, is vital. What role does communication play in AP success? It is so important. Strong communication between the commissioner, the AP and others, ABOUT AMY: Name: Amy Husband Job title: Executive head Area of expertise: Primary and secondary alternative provision, SEND, inclusive practice What’s the difference? + Enables schools to establish inclusive, high-quality internal AP with clear reintegration goals, progress tracking, and continuous support. + DfE-accredited KS2 education, with live adaptive teaching tools to boost engagement. + Support is rooted in trauma-informed and relational practice, so pupils feel safe, heard and valued. 30 SECOND BRIEFING Academy21, the UK’s leading DfE‑accredited online alternative provision expert, supports students from KS2– KS5. Its KS2 offering delivers live, interactive reading, writing and maths lessons by qualified teachers. Tailored for Year 5 and 6 pupils – including those needing SEN or SEMH support. Q&A Amy Husband, executive head, on howwell-designed alternative provision can transform lives including parents/carers, is critical to AP success. Maintaining inclusive, two-way communication builds trust and encourages shared goals, and ensures that each party can fulfil their monitoring responsibilities. APs must feel collaborative, transparent, and inclusive, especially when supporting children with complex additional needs or those in vulnerable circumstances. What should schools consider when using external APs? First, focus on how the AP is quality assured. In the case of online education, verify that the provider is DfE-accredited to ensure a high- quality offer and safeguarding. Then, assess whether the provision meets pupils’ academic and pastoral needs. Questions to ask include: Do staff have appropriate expertise and qualifications? Are success metrics clear? What is the level of service from the provider? For schools using online or off-site AP, ensure your internal teammaintains regular contact with the AP provider, parents, and pupils, and continually tracks engagement and progress. What advice would you give to schools designing their own AP? Start with your vision: What should the provision achieve, how will you measure success and who is accountable for it working well? Ensure your internal AP is inclusive by design and can support varying needs from the onset, using modelling, scaffolding, and routines that rebuild confidence in learning. Make sure it is everyone’s business – build in engagement from staff across the school. Contact: Email: contact@academy21.co.uk Phone: 0800 2088210 Website: academy21.co.uk 58 | www.teachwire.net PARTNER CONT ENT