An alternative provision review should end with a clear decision about the learner's education. That might be to continue an effective approach, change part of the programme, seek additional support or prepare a transition. A meeting that only repeats what has happened is unlikely to provide enough direction.
The following agenda is a practical way for a school or local authority commissioner to organise a placement review. It can be adapted to the learner and commissioned arrangements. It does not replace an EHCP annual review, a safeguarding process or another formal procedure.
Make the meeting accessible before it begins
Agree who needs to attend and why. Include people who can explain the learner's experience, evaluate the education and make the relevant decisions. A very large meeting can make it harder for a young person or family to contribute.
Send a short agenda and useful evidence in advance through the agreed secure route. Explain unfamiliar terms and ask whether the learner or parent needs an adjustment to participate. The young person's contribution might be shared in person, through writing or with a trusted adult; attendance at the whole meeting should not be the only way to have a voice.
Use six questions to structure the discussion
1. Is the arrangement safe and suitable?
Check whether risks, staffing, travel or circumstances have changed. Clarify any immediate concern and who is addressing it. Sensitive safeguarding details may require a separate professional discussion rather than circulation to every attendee.
2. What is the learner telling us?
Begin with what feels helpful, difficult or important to them. Ask whether the adults' description of progress matches their experience. Record disagreement respectfully rather than smoothing it out in the minutes.
3. What do attendance and participation show?
Look at the sessions planned, the sessions accessed and what happened within them. Identify patterns such as a difficult journey or a particular transition. Avoid attributing a missed session to motivation without checking the facts.
4. What has been learned?
Use a small selection of work and observations. Explain the teaching provided, the support required and the next curriculum priority. Families may find our shorter guide to preparing for a learning review helpful before joining a professional placement review.
5. What is preventing further progress?
Consider unmet needs, the suitability of the setting, coordination problems and gaps in provision. Distinguish a barrier within the provider's control from one that needs another service or commissioner to act.
6. What happens next?
Connect the placement to its intended destination. If the next step is uncertain, decide who will explore the options and when that information will be available.
Record decisions people can carry out
A useful action record names the action, owner, timescale and follow-up evidence. “School to support transition” is too vague. “The named school contact will arrange a visit with the learner and share an accessible outline beforehand” is easier to check, provided those involved have agreed it.
An illustrative decision might be to retain a successful teaching approach while changing the arrival routine. The review record should explain both decisions and the reason for them. There is no need to change everything simply because a meeting has taken place.
Ask each person to confirm their actions before closing. Share the record promptly with those who need it, and provide an accessible summary for the learner.
Do not wait for the next scheduled review when needs change
A new safeguarding concern, a serious gap in education or evidence that the placement is unsuitable needs attention through the appropriate route. A review date is a checkpoint, not a reason to delay action.
For school-commissioned placements in England, Keeping children safe in education 2026 says reviews should take place at least half-termly, checking attendance, safety and whether the placement continues to meet the child’s needs. Safeguarding concerns require an immediate review, with the placement ended if necessary unless or until the concerns have been satisfactorily addressed.
For arrangements in England, refer to the DfE's alternative provision guidance. Reconnect Learning's information for schools provides an overview of its support pathways. When discussing a referral, agree the review arrangements alongside the teaching, so that everyone knows how decisions about the placement will be made.