What to think about before you choose ALP and what to check when choosing ALP.
We recommend that schools commission ALPs that are on the ALP framework of approved providers, however we do not enforce this.
Being on the ALP framework means Bristol, South Gloucestershire and North Somerset Local Authorities have completed a number of checks as part of a joint arrangement between our 3 local authorities.
It's very important that a part-time ALP does not exceed the number of hours permitted to be offered by a sole provider. Find more information about part-time ALP.
Before you choose ALP
It's important that the focus of the work is clearly defined from the outset and agreed with all parties. ALP should not be used as a sanction for challenging behaviour.
ALP works best when there are clear outcomes to work towards and a regular reviewing schedule in place.
Many ALPs will create a learning plan to work through with the child, breaking down the desired outcomes into smaller targets.
The child should still feel linked to their school, and the school and ALP must be in regular contact (at least weekly) to discuss progress against things such as targets and outcomes, concerns, transition.
The school remains responsible for safeguarding while the child is on their roll.
When the placement is due to end an appropriate transition plan should be in place to ensure the child and family know what to expect and when.
If the child has not been in school a phased approach may be needed.
The child will need to feel welcomed back. Or, welcome in the new setting if transferring to a new setting.
Strategies and recommendations from the ALP should be written up and shared with school staff.
Some ALPs offer follow up visits. A member of staff may visit or contact the child and family to see how things are going and remind them of the strategies and coping mechanisms they learned and encourage them to feel positively about their new placement.
What to check
Whether or not the ALP is on the ALP framework, schools always need to conduct their own checks.
We do not provide a checklist, however schools should ensure the ALP supplies them with satisfactory information for:
- DBS and training for staff
- insurance policies
- health and safety risk assessments, on-site, off-site, all activities, individual children where appropriate
- safeguarding policies and practice
- attendance and engagement
The offer should be of high quality and sufficient to meet the needs of the pupil.
The curriculum should be appropriately challenging, complementing any other provision which is in place.
Part time ALP
Most of the ALP in Bristol is part time and can be used to supplement the child's time in their mainstream school.
Schools are responsible for the commissioning and monitoring of these part time placements.
When a pupil attends a part time ALP the expectation is that they continue to attend school on the days or times when they are not attending the ALP. If this is not the case the school needs to work with the parent or carer to set out a clear plan and to ensure the work the ALP is doing is worked into the plan. Alternative Provision, Jan 2013, DfE.
When commissioning an ALP placement you should consider the needs of the child first and foremost and be clear about the focus of the work you want the ALP to undertake.
ALPs have various specialisms and work with different age groups, so it's always best to define the piece of work needed and source an ALP which is well suited to carry this out.
Part time ALPs are not required to register with the DfE. These are sometimes referred to as ‘unregistered provision'. Unregistered simply means the ALP is part time and is not registered as a full time independent school.
ALP requirements
ALPs should not register as an independent school unless they meet the requirement to do so.
It's very important that part time (unregistered) ALPs do not inadvertently make a full time offer as this is a criminal offence and they could be prosecuted for operating a school unlawfully.
Whilst there is no legal definition of what constitutes ‘full-time' education, generally the expectation is that if an ALP offers more than 18 hours per week of education this would be considered as ‘full-time', however there are other factors which may also be considered (pages 6 and 7) (PDF).