The rise of Internal Alternative Provision (IAP)
An increasing number of schools across the country are investing in ‘Internal Alternative Provision’ (IAP) - provision within school for pupils at risk of exclusion or severe absence which replaces (at least partially) mainstream lessons.
This seems driven by three main forces:
An increase in the scale and complexity of pupil need
Schools’ desire to avoid exclusion and keep pupils within their community
A shortage of high quality, cost effective, external alternative provision places
Models for good practice in IAP
With little official guidance available, school leaders are asking about models of good practice. The Difference interviewed 18 IAP leads from across the country to find out what is working well. Here is a summary of what we found.
At any one time, the ideal group size seems to be below 10 pupils, with two members of staff (one qualified teacher and one support staff). The emphasis in both primary and secondary IAPs is on re-engagement with learning as well as support for the social and emotional aspects of learning. Provision tends to include:
diagnosis/assessment to better understand barriers to accessing mainstream lessons
intervention/therapeutic sessions to respond to identified needs eg. literacy, speech and language therapy, emotional regulation, social skills
enrichment such as gardening, cooking or animal husbandry which re-engages pupils in a hands-on, child-centered way and builds social bonds and skills
vocational learning, particularly for KS4 students, which responds to interest and strengthens post-16 opportunities.
high quality curriculum delivery preferably by well-qualified, specialist teachers, to enable pupils to keep pace with and access a comparable education to mainstream peers.
Learning from secondary IAP
For most secondary IAPs we interviewed, the purpose is reintegration: for pupils to complete a period in the IAP before returning full time to mainstream lessons. Ideally, there is no sharp separation: pupils continue to share lunch and break times with mainstream peers and attend some lessons. Full reintegration is then done gradually, using hybrid timetables (a combination of mainstream and IAP based lessons), and can take from six weeks to a year.
This approach increases the capacity of the IAP to support larger numbers of pupils and therefore make it sustainable. However, it is most effective when flexible and responsive: pupils attend mainstream lessons in which they experience success and gradually increase these subjects but are not pressed to do this more quickly than they can manage.
Lessons from primary IAP
All primary IAPs in the sample had a more stable cohort of children across the academic year. However, most pupils continued to spend at least some time in mainstream classrooms and share social time with peers. Reintegration the following academic year is an aim for those pupils for whom it feels possible. Others remain in the IAP or transfer to a special school.
The link between IAP and mainstream school
It is important that the IAP is seen as part of the mainstream school and that there is congruence between practices. Sometimes, it is not just the child which needs to change, but aspects of the mainstream school environment. After all, you can put an ailing plant in a greenhouse to support recovery and build strength but if nothing changes in the garden, it will struggle when outside again. This links to The Difference’s belief that whole school inclusion should meet the learning, wellbeing and safety needs of all pupils, supported by every member of staff, and so benefit all pupils, not only those who visibly struggle.
The Difference is set to continue research into good practice by spending time in three or four IAPs where practice seems strong, and writing up these examples as case studies. Watch this space for more information.
Emma Simpson, Senior Research Manager, The Difference
The Difference will be hosting an IAP network for primary, secondary and MAT/LA leaders to explore challenges and share solutions in 2024/25. Contact Jamie Rogers, Director of Programmes and Partnerships to find out more Jamie@the-difference.com