Teach-Primary-Issue-19.7

www.teachwire.net | 21 A L T ERNA T I V E PROV I S I ON Engaging and tailored Primary pupils thrive in environments that keep them active, curious, and engaged. Academy21’s Key Stage 2 curriculum is designed with these needs in mind. Lessons are broken down into manageable chunks to suit developing attention spans, featuring interactive elements, regular breaks, and meaningful two-way communication with teachers. Delivered live by qualified teachers, the curriculum covers core subjects underpinned by three key pillars: social skills, wellbeing, and oracy. Schools have the flexibility to choose between morning or afternoon sessions, five days a week. Class sizes are small, and high quality, adaptive teaching comes as standard. Calm and secure For many children, the hustle and bustle of traditional classrooms can be overwhelming, leading to anxiety and dysregulation. Online AP offers a more relaxed setting, reducing these pressures while keeping I n today’s fast-paced world, online alternative provision is proving to be a game-changer for education, especially for primary students with a vast array of complex additional needs. With the rise in the number of primary students requiring extra support across the UK, hybrid and flexible online learning is stepping up to the plate. For many children across the UK, and indeed globally, a hybrid of onsite and online curricula is proving to be both engaging and effective. But what makes this approach so beneficial? Early intervention is key When dealing with challenges such as Emotionally Based School Non-Attendance (EBSNA) and other causes of absence, remember time is crucial. Delays in providing support can lead to increased anxiety and a deeper disconnect from learning, making it harder for pupils to reintegrate into the classroom. The longer we wait to intervene, the wider the academic gaps and this naturally has implications for a child’s self-esteem and their sense of belonging. This is where online alternative provision (AP) shines. Using technology to support curriculum coverage offers a fast and flexible solution that can be implemented at any time during the academic year. With quick enrolment and setup, schools can provide live lessons and qualified teacher support, offering pupils the structure and flexibility they need, whether it’s a temporary fix or a longer-term solution. pupils connected to their education. This approach is particularly beneficial for internal AP settings, providing a consistent, lower-stress experience that helps children rekindle their propensity for curiosity learning, while still benefiting from in-person support from their school community. This connection is vital and plays a critical role in successful, full re-integration: a goal shared between all stakeholders. Fostering holistic development Academy21’s primary offering goes beyond academics, focusing on the development of the whole child. Writing lessons are integrated with PSHE themes, turn-taking, circle time, and teamwork. Students engage in modelled and shared writing experiences, sharing their ideas with peers. The maths curriculum is centred around engaging tasks that promote sharing, movement, and confidence in key areas of the national curriculum. The reading curriculum equips students with skills Embracing INNOVATION How hybrid approaches to Alternative Provision in the primary phase can support reintegration and unlock potential Amy Husband is executive headteacher at Academy21. for fluency, comprehension, and inference, encouraging discussions about wellbeing, current affairs, and values. Clear outcomes and effective reintegration The ultimate goal of alternative provision is to prepare children to thrive in a physical environment. This involves not just academic learning but also building confidence, self-belief, and readiness to return. A combination of strong academic foundations with a focus on wellbeing and confidence, helps pupils develop essential skills and routines. Regular communication, reporting, and real-time engagement data keep schools informed and in control, allowing for responsive and effective reintegration planning. When pupils are ready to return to their mainstream or onsite classroom, the transition is smoother because they have remained connected to their school community. In conclusion, online alternative provision is not just a stopgap solution; it’s a transformative approach to education that meets the diverse needs of pupils. So, how can online learning transform primary education? The answer lies in its ability to adapt, engage, and support every child on their unique learning journey. TP AMY HUSBAND