A useful alternative provision referral gives the receiving team enough information to understand the learner, judge suitability and plan the next conversation. It should explain what the young person needs now, what has already helped and what the proposed placement is intended to achieve.
A long history of difficulties can still leave important questions unanswered. A concise, balanced referral makes those questions easier to identify. This guide is for schools arranging provision in England; the Department for Education's alternative provision guidance provides the wider framework.
Begin with a learner, not a list of problems
Start with strengths, interests and ways of communicating. Include what the young person enjoys learning, which adults or settings they engage with and what they want to be different. If they find a formal conversation difficult, a short written response or contribution through a trusted adult may be more useful.
Then describe the current barrier precisely. “Does not engage” tells a provider very little. “Usually joins a practical task after seeing a demonstration, but becomes distressed when asked to read aloud” gives a clearer starting point. Separate what staff have observed from explanations that have not been established.
For colleagues helping families compare options, our guide to choosing educational support sets out questions about learning, practical arrangements and review.
Summarise support already tried
Describe the support, how consistently it was provided and the learner's response. A list of intervention names rarely explains why an approach did or did not work.
Useful information can include:
- Adjustments to teaching, communication, the environment or routines.
- Current curriculum access and a small number of representative work samples.
- Attendance patterns and any particular sessions or transitions that are difficult.
- Relevant SEND information and the education, health and care plan, where one exists.
- What the learner and family say has helped or made matters harder.
Include dates where they clarify the sequence. If an approach was interrupted by staffing, transport or illness, say so. An intervention that was not delivered as intended should not simply be recorded as unsuccessful.
Make practical arrangements visible
A proposed placement needs more than a subject list. Identify the intended location, session pattern, travel arrangements and the adults responsible for communication. Explain who will receive attendance information and who should be contacted if a learner does not arrive.
Safeguarding information must reach the appropriate professionals through an agreed secure route. Ask the provider how relevant records should be transferred. Avoid sending detailed child information in an initial general enquiry or copying a large group into a sensitive email.
Be clear about the current education arrangements and any gaps. Do not assume that a few commissioned sessions, by themselves, form a complete education package.
Agree what the first review should answer
Useful outcomes are specific enough to discuss. “Improve confidence” may be an important ambition, but a review also needs evidence: for example, whether a learner can attempt a familiar task, ask for help or use a taught method with less prompting.
Record an initial review date, the people who should contribute and the next destination being considered. These plans can change as the learner's needs become clearer. The purpose is to create shared expectations, rather than promise a result before assessment.
A final referral check
Before sending, ask:
- Does this describe strengths as well as needs?
- Can the provider see what support has actually been tried?
- Are safeguarding and communication contacts clear?
- Are learning, location, attendance and travel arrangements explained?
- Is there an agreed question for the first review?
Reconnect Learning's school referral information outlines the route into a discussion. You can also contact the team about a learner's needs before deciding which programme may be suitable. A referral begins a suitability conversation; it does not guarantee a placement or a particular start date.