Supporting Education Group’s Amy Lalla on why flipping our perspective on alternative provision could open up opportunities for many more young people.
For too long, alternative provision (AP) has been regarded as a holding pen for pupils when mainstream education has failed.
But AP could be a launchpad for many more young people if we flipped our perspective and looked at it afresh.
In recent years, AP has been recognised as a crucial lifeline for students who struggle within mainstream education. Yet, despite this growing awareness, AP still faces persistent challenges, including stigma, inconsistent quality and underinvestment.
Of course, the priority is that we fix these issues. But at the same time we must also look deeply at how we can build something better.
For many young people, AP is their saviour. It provides the structure, support and the sense of belonging they need to thrive. Done well, it can be a place where smaller class sizes, tailored curricula and mental health support create an environment which helps students not just re-engage with education but also build the skills and ambition they need to move forward positively.
Many students who enter AP already face a multitude of barriers, such as exclusion, adverse childhood experiences and a lack of early intervention.
But without significant reform, there is a risk that AP will reinforce patterns of exclusion rather than break them.
Recent data highlights the significant overlap between young people with Special Educational Needs and Disabilities (SEND) and those placed in AP. According to FFT Education Datalab, 82% of young people in AP have a SEND need. This underscores the challenges mainstream schools face in meeting the complex needs of these learners and the critical role AP plays in providing specialised support.
These placements can be costly. Government analysis indicates that the average cost of a placement in a Pupil Referral Unit (PRU) is £17,600 per year. This represents a significant investment for schools and local authorities, reinforcing the need for early intervention strategies and inclusive practices to better support SEND students in mainstream settings where possible.
Given the high prevalence of SEND within AP, there is an urgent need to explore sustainable funding models, effective intervention strategies and pathways that enable positive long-term outcomes for these young people.
To create an AP system that truly meets the needs of students, we must shift from reactive solutions to proactive, structured approaches that drive positive outcomes. We can do this by committing to the following priorities:
1. Create a unified vision and standards
Establish a national framework that ensures consistency, quality and high expectations across all AP settings. Every young person should have access to high-quality education and support, regardless of location.
2. Build stronger bridges between AP and mainstream
Build clearer pathways that allow students to transition smoothly between AP and mainstream settings, supported by collaboration between schools, policymakers and AP providers.
3. Make investment match the need.
Investment should match the complexity of needs within AP. This includes funding for specialist staff, mental health interventions, therapeutic support and enriched curricula that prepare students for life beyond education.
4. Expand opportunities for Post-16 progression
Make sure every student in AP has access to further education, apprenticeships and employment pathways. Strengthening partnerships with businesses, colleges and vocational training providers will help equip students with the skills and qualifications they need to succeed.
5. Change the narrative
Remove the stigma surrounding AP by highlighting success stories, showcasing the achievements of AP students and fostering public understanding of AP as a valued and effective educational route.
6. Embed restorative practices in AP and beyond
Prioritise restorative approaches that build trust, repair harm and strengthen relationships within AP settings and the wider community. This includes training staff and students in restorative dialogue, conflict resolution as well as partnering with local organisations, youth services and community leaders to create support networks that extends beyond the school environment.
The students in AP today will be the workforce, entrepreneurs and community leaders of tomorrow. By investing in a system that prioritises pathways rather than barriers, we won’t just transform individual lives — we can strengthen society.
Amy Lalla is Supporting Education Group’s apprenticeships and alternative provision expert. She is co-founder and director at LMP Group, an organisation dedicated to delivering impactful education programmes through apprenticeships, adult short courses and alternative provision.