A parent's guide to finding the right provision

Realising that mainstream school isn't working for your child is difficult, and the system that follows can feel confusing and slow-moving exactly when you most need clarity. This guide sets out the practical steps and the vocabulary you're likely to encounter.

Start by naming the problem as specifically as you can. "School isn't working" covers very different situations — a child too anxious to leave the house, a child who is being bullied, a child who has been excluded, a child whose needs a mainstream classroom genuinely cannot meet. The more specifically you can describe what your child needs (a smaller group, a practical/vocational focus, online delivery, specialist SEND support, help continuing GCSEs), the faster you and any professionals involved can identify realistic options.

Talk to the school first, where possible. Schools have their own AP budgets and relationships with local providers, and a placement arranged and part-funded by the school is often faster to set up than one that requires a full local authority process. Ask specifically to speak to the SENCO or the pastoral/inclusion lead.

Know the key terms you'll hear: Alternative Provision (AP) is education outside a full-time mainstream timetable; EBSA describes anxiety-driven non-attendance; SEMH means social, emotional and mental health needs; SEND is special educational needs and disabilities generally; an EHCP is a legal plan for a child whose needs require more than ordinary SEN Support; EOTAS is a bespoke package the local authority builds when no single school placement currently works; a PRU is one specific type of AP run by the local authority.

If needs are significant or long-standing, consider requesting an EHC needs assessment via the local authority — you do not need the school's agreement to request this yourself, although working with the school usually helps.

When looking at potential providers, useful questions to ask include: what ages/year groups do you work with; what specific needs have you supported before; is the environment small-group, 1:1 or online; what qualifications can my child work towards, and who actually enters them for exams; what's your safeguarding and DBS process; is there a taster session; and — importantly — how is this funded, and who is arranging the referral.

Finally, remember that inclusion in any directory (including this one) is not a safeguarding endorsement. Always carry out your own checks — visit if you can, ask to see safeguarding policies, and speak to other families where possible — before agreeing to a placement.