Alternative Provision Directory Policy
Introduction
This policy should be read alongside the East Sussex Alternative Provision Strategic Plan [1.3 MB] [docx]. The plan explains what we want for children who need alternative provision. It helps make sure they get a good education and support to move forward in life. It also makes sure that schools, colleges, and the local authority work together, using their resources in the best way, so children get the help they need when they need it.
This policy explains who is responsible for arranging places listed in the Alternative Provision Directory, and how we check the quality of those places.
The aims of this policy are to:
- Help schools and providers understand what alternative provision is available in East Sussex.
- Explain what good quality support and learning should look like, so every child gets the help they need and can move forward successfully.
- Make clear who is responsible, between the local authority and schools, for arranging places with providers listed in the Directory.
National Context
Arranging Alternative Provision, A Guide for Local Authorities and schools (2025) provides guidance from the Department for Education (DfE) about the legal duties and powers around using alternative provision.
It helps schools and the local authority choose providers from who meet East Sussex’s quality standards. These standards cover important areas. These include safety, legal requirements, safeguarding, health and safety, the learning environment, and the quality of education.
Only providers who meet these minimum standards are listed in the Directory. This helps schools and the local authority make good decisions when arranging non-school alternative provision. It also gives unregistered providers a chance to show they meet the standards before their services are used.
Nationally the government has set out a delivery model based on a three-tier system of support:
- Tier 1-Targeted support in mainstream schools for students whose behaviour affects their own or others’ learning.
- Tier 2-Short-term placements in alternative provision for those who need extra help with behaviour or anxiety so they can re-engage with learning.
- Tier 3-Transitional placements for students who won’t return to their previous school but will move to a new school or post-16 option when ready.
The East Sussex Alternative Provision Strategic Plan [1.3 MB] [docx] outlines how placements at these 3 tiers are accessed. For the purposes of this AP Directory policy, providers are quality assured to join the Directory to support tier 2 in the model above. Where providers also offer an in-school provision at tier 1, their listing reflects this.
Local Context
This policy is part of a wider framework of policy documents that enable East Sussex to meet the broader strategic objectives set out in the following:
Definitions and guidance
Definitions of Alternative Provision (AP)
Alternative Provision (AP) is education arranged by local authorities for children of compulsory school age who, because of exclusion, illness or other reasons, would not otherwise receive suitable education; alternative provision can also be used by schools for children on a suspension (fixed period exclusion); and for children being directed by schools to off-site provision to receive education intended to improve their behaviour.
What this policy covers: This Directory policy focuses on off-site AP arranged by schools for students who are still on the school roll. It supports Tier 2 placements; short-term support to help students re-engage with learning.
What this policy does not cover:
- AP arranged by the local authority after permanent exclusion (Statutory ‘Day 6’ provision)
- Dual registered AP for students at risk of exclusion
- Teaching and Learning Provision (TLP) service
- Elective Home Education (EHE)
- Education Otherwise Than At School (EOTAS) under section 61 of the Children and Families Act 2014
These types of provision are part of the wider East Sussex Strategic Plan but are not included in this Directory policy.
Types of alternative provision (DfE registered and non-school alternative provision)
Alternative provision delivered by someone other than the school usually falls into two types:
- Registered providers – these are approved by the DfE, like Further Education Colleges.
- Non-school alternative providers – these are not officially registered with the DfE.
The Directory mainly focuses on checking the quality of non-school alternative providers to make sure they meet East Sussex’s standards. However, it also includes some DfE-registered providers.
DfE registered provision and independent schools
When does a provider need to be registered with the Department for Education (DfE)?
Any education or training provider must register with the DfE as an Independent School if they:
- Teach full-time to five or more school-age children or
- Teach full time any child with an Education, Health and Care Plan (EHCP) or
- Teach full time any child who is looked after by the local authority
Most of these settings are already registered, like state schools, academies, or pupil referral units (PRUs). But if a provider meets these conditions and isn’t registered, they must register as an Independent School.
What does this mean for schools and commissioners?
- Schools must not place students with an unregistered provider if doing so means the provider should be registered.
- If a provider reaches the threshold for registration, they must tell the local authority and contact the DfE to begin the registration process.
- If there’s concern that a provider is operating as an illegal school, the local authority will report it to Ofsted’s Illegal Schools team at:
unregisteredschoolreferrals@ofsted.gov.uk
Important: No new placements should be made with that provider until they are officially registered.
On-line providers
The DfE has created an online accreditation scheme to make sure full-time online education is safe and high quality.
The local authority recommends that schools only use DfE-accredited online providers when arranging full-time online education for students of compulsory school age.
Non-school alternative providers
Some alternative provision happens in places that aren’t officially schools. For example, tutoring services, online education companies, vocational training, or therapy sessions in places like workshops or farms. These are called non-school alternative providers.
They are not registered with the DfE and not inspected by Ofsted.
Responsibilities and Safeguards:
- Schools and the local authority must work together to check the quality and safety of these providers.
- Schools must carry out extra checks to make sure the provision is suitable for each student.
Key Rules for Using Non-School Alternative Provision:
- Placements must be short-term, with a clear plan for the student to move to a permanent setting.
- The school and provider should agree on a maximum time for the placement before it starts.
- Schools must not use off-site provision as a long-term solution instead of permanent exclusion, or while waiting for an EHCP and a special school place.
Definition of full-time provision
There’s no legal definition of full-time education, but the Department for Education (DfE) says full-time education means a provider gives all or most of a child’s learning. To decide if it’s full-time, they look at:
- How many hours per week the education is given
- How many weeks it runs during the school year
- What time of day it’s delivered
- Whether the child could realistically get full-time education somewhere else
Usually, if a provider teaches more than 18 hours a week during the day, it’s considered full-time.
Important for schools commissioning AP:
- If a provider offers 18+ hours per week, during core hours (10am–2pm), to 5 or more students, or just one student with an EHCP or who is looked after, they must register with the DfE.
- Schools must check that providers are not acting as non-school alternative providers.
- Providers that only offer online tuition or specialist activities (like kickboxing or therapy) and don’t teach core subjects like English or maths are not considered schools.
Report concerns to: unregisteredschoolreferrals@ofsted.gov.uk
If a non-school alternative provision transports students or sets homework, those hours must be included in the total time a student spends with them each week.
This matters because if the total time reaches the threshold for full-time education (usually 18+ hours per week), the provider may need to register as an independent school.
This area is subject to change as the Children’s Wellbeing and Schools Bill progresses through Parliament.
Definition of good alternative provision
Good alternative provision gives students the support they need to succeed, just like their peers in mainstream schools. Every child deserves a high-quality education, no matter their situation or where they learn.
While each student’s needs are different, good alternative provision should aim to:
- Help students achieve well in key subjects like English, maths, science, and IT, with proper qualifications.
- Identify and meet each student’s personal, social, and academic needs to help them overcome challenges.
- Improve motivation, confidence, attendance, and engagement with learning.
- Have clear goals and a plan for what happens next—like returning to mainstream school, moving on to college, training, or employment. (DfE, 2013)
The Alternative Provision Directory
The Directory is a resource for schools in East Sussex to use when commissioning off-site AP for their students. We recommend that schools use the Directory when looking for provision for their students.
The Directory is updated regularly, and is hosted online on 1Space, with the link shared with schools via Czone. Schools are encouraged to regularly check the AP Directory, which always has the most up-to-date information on it. New provision and changes to listings are shared with schools during each area Inclusion Partnership meeting. This is done by the AP Commissioner. Prior to commissioning AP, schools should check the Directory to ensure it meets the needs of their students.
The local authority has the choice of which providers to list and who have met the required quality assurance standards. The Directory is open to applications from providers at any time during the academic year. We exert the right to pause new applications from cohorts of providers. This is used in cases where there is sufficient provision to meet the needs of the commissioning schools.
Providers are considered for the Directory if they are based in or around East Sussex.
Online providers are also considered where they offer a service to students in the county. Online providers must be based and operate from the UK, with frontline staff supporting students living in the UK. This is to ensure that the requirements around Safeguarding and Data Protection are met. e.g., UK legislation in Keeping Children Safe in Education (KCSiE) and General Data Protection Regulation (GDPR).
Providers who were rejected by the DfE to be an independent school are not eligible for the Alternative Provision Directory. This is due to the risks of providers operating as unregistered schools.
Responsibility for commissioning alternative provision
We have a shared duty with schools to make sure that children and young people have access to full-time mainstream education. Where this is not appropriate, we must ensure a high-quality alternative provision that meets their aspirations is available. It is the responsibility of the commissioner to quality assure the alternative provision. The commissioner has a duty of care for the individual and must ensure that their educational outcomes are met.
In East Sussex, there are two main approaches to commissioning alternative provision:
Alternative provision commissioned by the local authority
We aim to reintegrate pupils into a mainstream setting following a period of intervention. This includes:
- Statutory day 6 provision following permanent exclusion
- Dual registered provision for children and young people at risk of exclusion
The local authority is responsible for quality assuring provision that is commissioned by them. This includes:
- Annually reviewing the alternative provision to ensure that it meets expected standards.
- Using a standardised framework to quality assure alternative provision.
The details of this commissioning can be found in the East Sussex Alternative Provision Strategic Plan. [1.3 MB] [docx]
Alternative provision commissioned by schools
Schools commission alternative provision that includes:
- Targeted support within school to support at risk pupils to stay in mainstream education
- Short term placements in AP with the expectation to return to their mainstream schools
- Transitional placements in AP to support pupils to move onto a new mainstream school or post 16 destination.
The local authority and school have a shared duty to quality assure alternative provision. Where practicable, we will co-produce quality assurance frameworks. This is to ensure high quality provision for children and young people in East Sussex.
Key points to consider before commissioning alternative provision
The following points should be considered before commissioning:
- Has the pupil, parent/carers and relevant teacher been spoken to before a decision about alternative provision has been made?
- What does the pupil want, or need, to get out of the provision?
- How will it complement the pupil’s mainstream curriculum?
- What outcomes will the placement achieve? This should focus on the areas of attendance, attainment, behaviour, and positive destination.
- How long should the provision be for?
- Is it part time or full time?
- What other considerations are there, such as transport arrangements?
- If the pupil has SEN (Special Educational Needs):
- How will you tell the provider about the pupil’s needs?
- How will you make sure they use the best ways to communicate and work with the pupil?
- If the pupil has an EHC (Education, Health and Care) plan:
- How will the support listed in Section F of the plan be given while the pupil is in alternative provision?
- If the alternative provision includes adventure or water activities:
- If your school is part of ESCC or has an SLA with the Outdoor Education Service, make sure these activities are added to Exeant.
Using the AP directory for a pupil with an EHC plan
Suitable alternative provision can be very effective for a pupil with an EHC plan. Every decision should be based on the pupil’s individual circumstances. It’s important to look at the needs and support described in their EHC plan and use this information when planning. This helps make sure the school continues to provide the support listed in Section F of the plan. Careful planning also helps the pupil move smoothly into and out of the alternative provision.
Consulting the Local Authority before putting alternative provision in place for a pupil with an EHC plan
Let your Assessment and Planning Officer know that alternative provision has been arranged and how long it will last. Explain how the support given in school and through the alternative provision is meeting the needs in Section F of the pupil’s EHC plan.
Use of EHC plan funding for alternative provision for a pupil with an EHC plan
You can use EHC plan funding to pay for alternative provision. If the cost is more than the funding your school receives for the pupil, including Notional SEN funding, you can send a provision map to your Assessment and Planning Officer to ask for extra funding. Please remember that your school is responsible for arranging and paying for transport to the alternative provision.
Alternative provision as a full-time offer
Every child has the right to a full-time education. Alternative provision (AP) is often used alongside school for part of the week. In some cases, a reduced timetable may help support a child’s needs. You can find more information about reduced timetables on Czone. If a child is only attending alternative provision and it doesn’t add up to full-time education, this should be treated as a reduced timetable. It must be in place for a set period of time.
Quality Assurance - Alternative Provision Directory
East Sussex has created a set of minimum standards for alternative provision. Providers must meet these standards before they are added to the Directory of Alternative Provision. Only providers who meet safety and legal requirements are listed.
The DfE have published voluntary national standards for non-school alternative provision. The Local Authority will adopt these standards until they become mandatory.
ESCC checks provider documents when they apply and then every year. To help schools, ESCC is exploring a portal where providers can upload their documents so schools can access them more easily.
The school is responsible for the pupil and the placement. As the commissioner, the school must carry out its own checks to meet its duties under Keeping Children Safe in Education.
Schools are able to use the AP Quality Assurance checklist [44.8 KB] [docx] to support them in this.
Local Authority Responsibilities:
- Check the quality of alternative provision providers before adding them to the Directory.
- Make sure providers meet the approved standards.
- Visit the provider’s site before listing them in the Directory.
- Review key documents every year.
- Visit each provider yearly (or every two years if they are DfE-registered)
School responsibilities:
- Check the quality of the alternative provision they use.
- Carry out due diligence before placing a pupil (see Appendix C).
- Visit the pupil at least once per term during their placement.
- Review the pupil’s progress every term.
- Listen to the pupil’s views and experiences.
- Report any concerns about safety, safeguarding, or teaching quality to the AP Commissioner.
Raising a concern about a provider listed on the Directory:
Email APCommissioning@eastsussex.gov.uk if there are any concerns about:
- safeguarding
- health and safety
- quality of teaching and learning
To learn more about raising a concern you can read our concerns and complaint procedure. [70.6 KB] [docx]
Referral process
The school is ultimately responsible for the pupil. Using alternative provision shows the school’s commitment to an inclusive approach to the pupil’s education.
The school is responsible for:
- Following the DfE 2025 guidance on alternative provision.
- Working with Inclusion Partnerships when needed.
- Involving the child/young person and their parents/carers in all decisions.
- Holding meetings with all relevant people before and during the placement to review progress.
- Clearly explaining why alternative provision is being offered.
- Getting consent from the pupil and parent/carer before starting the placement.
- Making sure everyone understands the agreement before signing it.
- Agreeing review times and responsibilities with the parent/carer and provider.
- Choosing a suitable programme using the East Sussex Directory of Alternative Provision.
- Writing a referral that includes the pupil’s academic, social, and emotional needs and goals.
- Creating risk assessments to keep the pupil safe and well.
- Keeping the pupil on the school roll, if appropriate.
- Paying for the pupil’s placement.
- Setting up a service level agreement (SLA) between the school and the provider.
Safeguarding
The local authority and the school share the responsibility to keep children and young people safe and well. Safeguarding is everyone’s responsibility. Anyone who works with children or their families has a role to play. To do this well, all providers should focus on the child’s needs. This means always thinking about what is best for the child or young person.
Safeguarding means keeping all children and young people under 18 safe and well. This includes:
- protecting them from harm
- supporting their mental and physical health
- making sure they grow up in safe and caring environments
- helping them achieve the best possible outcomes
All staff must help create a safe place for children to learn. Schools must check that any alternative provision provider follows the rules in Keeping Children Safe in Education (KCSiE). This includes making sure staff at the provider have had proper background checks, like DBS checks. The local authority advises schools to ask for a letter of assurance from the provider before the placement starts.
Even when a pupil is placed in alternative provision, the school is still responsible for their safety. The school must make sure the placement meets the pupil’s needs. Pupils in alternative provision often have complex needs. Leaders in these settings must understand the extra risks they may face.
Schools should also follow two important pieces of guidance from the Department for Education:
- Alternative Provision Statutory Guidance
- Education for Children with Health Needs Who Cannot Attend School
Both are available on the GOV.UK website.
As a minimum, the school must:
- Give alternative providers good quality information, in writing, about the school's expectations for child protection and the procedures they should follow if they have a concern about a pupil.
- Support the alternative provider to access safeguarding training.
- Jointly undertake good quality risk assessments with the alternative provider, covering both the activity itself and the pupil, in the context of the activity, as well as check that health and safety measures are securely in place.
- Ensure that all other relevant information is shared with the alternative provider, including any information on special educational needs, literacy, behaviours that challenge, strategies that have worked in the past as well as their skills and interests.
- Ensure arrangements are in place for working with other relevant services such as social care, educational psychology, substance support services and, when a pupil has an EHC plan, liaise with the local authority.
As a minimum, the alternative provider must:
- Follow the guidance which has been provided by the school in line with Keeping Children Safe in Education.
- Report any safeguarding concerns regarding the pupil to the school as soon as is practicable and always before the end of the working day.
- Work collaboratively with the school to produce risk assessments that enable the pupil to safely access the programme.
Record Keeping
The alternative provider must:
- Collect and share data needed for audits, pupil registration (as per the Education (Pupil Registration) England Regulations 2006), and school attendance duties. This includes:
- Attendance and punctuality records
- Follow-up actions taken
- Progress and attainment in completed units of work
- Manage all pupil data in line with the General Data Protection Regulations (GDPR, 2018).
- Share placement information with East Sussex every half term. This includes:
- Whether the placement is full-time or part-time
- Any involvement with social care
- EHCP (Education, Health and Care Plan) details
Recording and Monitoring Attendance
Everyone is responsible for helping improve school attendance. The local authority, schools, and alternative provision providers must follow the rules in Working Together to Improve School Attendance and understand their responsibilities.
The local authority must find and keep track of pupils who are missing education or at risk of missing out. This includes children who are not in full-time school and those in alternative provision.
The local authority is responsible for:
- Monitoring the quality and amount of education and support for children of school age who don’t access learning in the usual way.
- Sharing information with other local authorities when needed, in a timely and appropriate way.
- Making sure every child is registered at a school, unless their parents choose to home educate.
- Helping alternative provision providers understand and follow legal rules, especially around safeguarding and registration.
- Supporting schools in finding suitable alternative provision using the East Sussex Directory of Alternative Provision.
Every pupil in alternative provision must stay on the roll of a school. The school is responsible for the pupil’s care, even if they are being educated somewhere else. The alternative provider also has a duty of care to both the pupil and the school. To keep pupils safe, both the school and the provider must record and monitor attendance during the placement.
The responsibilities for monitoring attendance, on a daily basis, are as follows:
The school is responsible for:
- Authorising any unexplained absences reported by alternative provision providers.
- Both schools and providers must follow the DfE national attendance codes.
- Schools are legally responsible for using the correct codes, and this is also important for safeguarding.
- Any session where a pupil is not expected to be in school must be marked correctly using the DfE registration codes.
The alternative provider is responsible for:
- Enrolling pre-16 pupils onto their courses and recording attendance and absences twice a day; morning and afternoon. This is a legal requirement under the Education (Pupil Registration) England Regulations 2006, just like it is for post-16 pupils.
- Contacting the school immediately if a pupil does not arrive at the provider’s site. This is a legal safeguarding requirement.
Health and Safety
Alternative provision providers must follow health and safety laws. They must do everything they can to keep staff, children, and young people safe.
Children and young people must not be put at risk. This includes risks from not having enough experience, strength, or understanding of danger. This is covered in Management of Health and Safety at Work Regulations 1999.
East Sussex recommends that a competent person from the school visits the provider and checks the site before the placement starts.
The school is responsible for:
- Checking the provider’s environment before agreeing to a placement. A trained person should do this, and the checks should match the level of risk.
- Making sure the provision is suitable for the pupil’s age and needs. This includes thinking about pupils who may be more at risk, such as those with health issues, special educational needs, or behaviour concerns.
- Checking that the provider has good health and safety arrangements and that the pupil’s activities are well managed to keep them safe.
- Checking during the placement to make sure the provider continues to manage health and safety properly. This can be part of a general visit to check the overall quality of the provision.
The alternative provider is responsible for:
- Ensuring the health and safety of the pupil and managing any significant risks.
- Reporting any serious accidents or incidents to the school as soon as is practicable.
- Writing and reviewing risk assessments for all activities as well as those related to individual pupils.
Reintegration
When a pupil is placed in alternative provision, the aim should be to help them return to school or move on to a suitable post-16 option. If the pupil is ready to come back to school, the school and the provider should work together to make a plan. When the pupil returns, the school should keep giving them support based on what they need.
The school is responsible for:
- Setting up a meeting with the alternative provider to plan the pupil’s return to school.
- Getting a final report from the provider before reintegration. This should include the pupil’s progress, attendance, safeguarding records, and any changes in behaviour.
- Talking to the pupil to understand how they feel about the placement and how successful it was.
- Using the report and the pupil’s views to create a reintegration plan that meets their needs. This plan may include talking with parents/carers and setting goals for the pupil, such as improving attendance or behaviour.
Transition
When a pupil is moving to a new key stage or starting post-16 education, the school and the alternative provider should work together to make a clear transition plan.
The school is responsible for:
- Setting up a meeting with the alternative provider to plan the pupil’s move. This should happen before the transition starts.
- Talking to the pupil to understand how they feel about moving to a new key stage or starting post-16 education.
- Discussing the transition with parents or carers and offer support services if needed.
- Keeping track of how the pupil is doing to make sure the transition goes well.
- Using the East Sussex Vulnerable Learner Protocol to help the pupil move successfully to a new provider.
- Using the East Sussex Information Sharing Guide to make sure important information is passed on to the new provider.
Contact details
Queries relating to the Alternative Provision Directory can be sent to:
APCommissioning@eastsussex.gov.uk
Schools can find more information relating to Alternative Provision on C-zone: