Alternative Provision education

Annex D

Quality
assurance framework –
alternative provision
March 2015
The purpose of this quality framework is to
provide a school and Local Authority assessment
tool for measuring the effectiveness
of the delivery of alternative
provision.
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Surrey Alternative Provision Principles
Alternative Provision aims to provide pupils with:
 access to a variety of learning opportunities
 a personalised programme of learning that meets the pupil’s needs
 quality teaching
 a safe and supportive learning environment where staff will listen to you and
respond to your concerns
 opportunities to develop social and emotional skills to enable pupils to access
and engage with learning
 opportunities to participate, express views and contribute to decision making
 impartial information, advice and guidance about next steps
 preparation for economic independence and employability.
Pupils entering Alternative Provision agree to:
 attend programmes they and/or their parents have agreed to or where the
school has used lawful powers of direction to off site provision to improve
behaviour
 access the support offered and commit to making a success of the
programme
 share with staff any concerns to access appropriate support
 follow the alternative provision’s code of conduct
 participate, express your views appropriately and contribute to decision
making
 actively support the learning of self and others.
What is alternative provision? (Ofsted Report –
Alternative Provision, July 2014)
Alternative provision has been defined as education outside school, arranged by
local authorities or schools. For the purpose of Ofsted’s 2011 survey and for the
current 3 Ofsted three-year survey, alternative provision was defined as something in
which a young person participates as part of their regular timetable, away from the
site of the school or the pupil referral unit and not led by school staff. Schools can
use such provision to try to prevent exclusions, or to re-engage students in their
education. Pupil referral units are themselves a form of alternative provision, but
many students who are on the roll of a pupil referral unit also attend additional forms
of alternative provision off site.
Alternative provision is a largely uninspected and unregulated sector. Beyond pupil
referral units and other full-time provision, there is no requirement for the majority of
alternative providers to register with any official body and therefore there are no
consistent arrangements to evaluate their quality. Despite this lack of regulation and
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accountability, some students spend a significant proportion of their week away from
their school or unit attending an alternative provision.
Alternative provision can be set up by the public, voluntary, and private sectors.
Positive aspects of the schools’ use of alternative
provision (Ofsted Report – Alternative Provision,
July 2014)
The following aspects were frequently noted in feedback letters from Ofsted survey
visits to schools as positive features of schools’ use of alternative provision:
 good commissioning of the alternative provision, with provision being sought
and selected to meet students’ individual needs, rather than students just
being sent to the places that are readily available
 partnership working with the local authority, other schools and different
organisations helping the process of commissioning and the range and quality
of provision being used
 the quality of information about the students’ needs given to providers by
schools being good or better.
 schools giving good support to providers and providers finding the support
useful
 useful qualifications with clear progression routes being gained through
alternative provision; the use of alternative provision improving the outcomes
for students – particularly attendance and behaviour at school and skills
needed for employment
 pupils themselves reflecting positively on the impact of their experiences,
recognising the improvements in their confidence and self-esteem, their ability
to take more responsibility, their employability skills, motivation, and their
understanding of the value of learning.
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Recurring areas for improvement (Ofsted Report –
Alternative Provision, July 2014)
The summary below is of the most commonly occurring weaknesses in provision
noted in feedback letters from Ofsted survey visits to schools:
The quality of reporting from providers to schools including:
 not enough detail about academic progress
 reviews of students’ progress being too infrequent
 a lack of consistency in assessing students at school and off site
 the absence of reporting on employability skills and improving target-setting
 the skills that students learnt at alternative provision not being used in their
school work.
The monitoring of the quality of provision including:
 inconsistency in evaluating different placements
 senior leaders not monitoring teaching and learning at the placements
effectively or at all
 not looking closely enough at students’ outcomes from the alternative
provision to ensure that learning is taking place
 needing to improve the monitoring of how well workplace skills were being
developed
 Insufficient pre-placement information given to providers or students,
particularly:
 the lack of information given to providers to ensure that students’ needs were
identified and planned for, in particular their literacy and numeracy needs
 students not being provided with relevant information about their intended
course or apprenticeship.
The evaluation of the impact of the provision on the outcomes for students including:
 no comparison of achievement and attendance of the alternative provision
group with their starting points, and with others in the school
 not evaluating the employment or training for the alternative provision cohort
and making comparisons with other relevant cohorts
 not taking into account the outcomes for students when evaluating the value
for money provided by the placements.
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Governors’ knowledge of alternative provision, particularly:
 schools not reporting to governors on the performance of students placed on
alternative provision as a discrete group so that governors could question and
challenge as needed
 governors not having the information they needed to be able to consider
whether alternative provision was giving good value for money.
Health and safety and safeguarding including:
 schools not scrutinising regularly the health and safety audits and quality
reports about a provider
 schools not always making providers aware of their own policies and
procedures about safeguarding and health and safety.
Where schools used a local authority database to select their provision, there was
still some over-reliance on the authority’s information. Ofsted’s 2011 survey found
that not all of the schools had visited the placements to check their suitability
themselves prior to deciding to send their students there. However this indicates that
a few schools are still not taking sufficient responsibility for placing their students on
alternative provision. Some of the best practice seen was when schools and the local
authority worked in partnership.
Quality Assurance of Alternative Provision
All schools and commissioners have a responsibility to ensure that when pupils on
roll access an Alternative or Off Site provision that the pupil is safe, learning and
achieving.
Schools and other commissioners should ensure appropriate quality assurance is
undertaken of all Off Site and/or Alternative Provision accessed by pupils.
The school and other commissioners must have access to the provider and be able
to examine evidence from the Provider to be able to make judgements as to the
effectiveness of the provision to meet the needs of pupils.
Although not an exhaustive list or prescriptive list, when quality assuring an
Alternative Provision judgements may be formed using the following evidence:
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 Lesson observations
 Individualised Learning
Programmes/ Provision Plans
 Individualised Learning Plans
 Individualised Learning
Agreements
 Breadth of provision offer
 Destination data
 Curriculum plans
 Lesson plans
 Schemes of work
 Attainment data over time
especially in English and
Mathematics
 Work scrutiny
 Learning walks
 Interviews with teachers
 Interviews with pupils
 Progress monitored and
reported to pupils – pupil
awareness of their individual
learning targets
 Safeguarding Policy
 Attendance Policy
 Health and Safety Policy – site
is safe and accessible
 E-Safety Policy
 Anti-Bullying Policy
 Service Level Agreements &
Contracts with schools &
commissioners
 Record of communication with
school & commissioners
 Engagement with other
agencies to meet needs of
pupils
 Record of participation in multi
agency meetings
 Interviews with other
professionals working with the
provider
 Safeguarding Audits
 Interview/ feedback from
parents/carers
 Evidence of Alternative Provider
regularly evaluating delivery/
feedback from schools,
commissioners, pupils, parents
and community.
Use of Quality Assurance Tool:
This quality assurance tool has been developed from the Ofsted Framework for
school inspection summer 2014, statutory safeguarding requirements, Ofsted 2014
and DfE 2013 alternative provision guidance. Schools and other commissioners
should take into account any change in emphasis , practice or expectations
regarding the quality of provision published since these dates.
Using available evidence identify which of the statements below best describe the
alternative provision setting in the areas listed below:
Exceeded: the alternative provision has exceeded the minimum requirements in line
with the descriptors provided
Meeting: the alternative provision is confident that the expected minimum
requirements are being met.
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An overall judgement should be completed with an evaluation of all evidence
gathered in all areas examined. If necessary any further action should be agreed to
support an improvement plan for the alternative provision setting and communication
with schools and commissioners.
Courses & subjects offered
Course/Subject Expected Outcomes Number on roll
Brief description of Alternative Provision:
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Qualifications gained last year
Course/Subject Number
of entries Summary of grades/qualifications gained
Details of previous quality assurance visits and the outcomes:
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1. Achievement of children and young people in
their learning
Exceeding
The proportions of pupils making expected progress and the proportions
exceeding expected progress in English, mathematics are high compared
with national figures for pupils for whom the pupil premium provides support.
Progress is rapid in relation to Behaviour for Learning (from baseline entry
assessment data) exceeds expectations for almost all pupils.
Pupils develop and apply a wide range of skills to great effect in behaviour for
learning, reading, writing, communication and mathematics. They are
exceptionally well prepared for the next stage in their education, training or
employment.
Pupils acquire knowledge and develop their understanding rapidly in a wide
range of different activities across the curriculum.
The learning of vulnerable groups, particularly those who are disabled, those
who have special educational needs, those for whom the pupil premium
provides support, and the most able is consistently good or better.
There is evidence of a high level of challenge by staff to ensure attainment is
in line with or above expectations on entry to the provision.
Meeting
From each different starting point, the proportions of pupils making expected
progress, and the proportions exceeding expected progress, in English and in
mathematics are close to or above national figures. For pupils for whom the
pupil premium provides support, the proportions are similar to, or above,
those for other pupils in the alternative provision or are improving.
Progress in relation to Behaviour for Learning (from baseline entry
assessment data) exceeds expectations for most pupils.
Pupils acquire knowledge and develop understanding quickly and securely in
a wide range of activities. They develop and apply a wide range of skills, in
behaviour for learning, reading, writing, communication and mathematics.
This ensures that they are well prepared for the next stage in their education,
training or employment.
The learning of vulnerable groups, particularly those who are disabled, those
who have special educational needs, those for whom the pupil premium
provides support and the most able, is generally good.
Where attainment, including attainment in reading in primary alternative
provisions, is low overall, it is improving at a faster rate than nationally, over a
sustained period.
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2. Quality of teaching in alternative provision
Suggested Evidence – Attainment data over time, Individualised Learning
Programmes/Provision Plans, Individualised Learning Plans, Baseline assessments,
Destination data, book/work scrutiny, Interview with teachers, Interview with pupils, breadth
of learning opportunities available, accreditation routes, lesson observations, pupil
progress monitoring, pupil awareness of own targets, communication with
commissioners/schools, SMSC opportunities, displays
Observation/Evidence Gathered –
Judgement
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Exceeding
Much of the teaching in alternative provision and most subjects is outstanding
and never less than consistently good. As a result, almost all pupils currently on
roll in the provision are making rapid and sustained progress.
All teachers and instructors have consistently high expectations of all pupils.
They plan and teach lessons and sessions that enable pupils to learn
exceptionally well across the curriculum.
Teachers and instructors systematically and effectively check pupils’
understanding throughout lessons and sessions, anticipating where they may
need to intervene and doing so with notable impact on the quality of learning.
The teaching of reading, writing, communication and mathematics is highly
effective and cohesively planned and implemented across the curriculum.
Teachers and other adults authoritatively impart knowledge to ensure students
are engaged in learning, and generate high levels of commitment to learning
across the provision, in particular this is evident in progress related to
behaviour for learning.
Consistently high quality marking and constructive feedback from teachers and
other adults ensure that learners make rapid gains.
Teachers and other adults use well-judged and often imaginative teaching
strategies, including setting appropriate homework and tasks that, together with
clearly directed and timely support and intervention, match individual needs
accurately. Consequently, pupils learn exceptionally well across the curriculum.
Meeting
Teaching in most subjects, including English and mathematics, is usually good,
with examples of some outstanding teaching. As a result, most pupils on roll in
the provision make good progress and achieve well over time.
Teachers and other adults have high expectations. They plan and teach
lessons and sessions that deepens pupils’ knowledge and understanding and
enables them to develop a range of skills across the curriculum.
Teachers and other adults listen to, carefully observe and skilfully question
pupils during lessons in order to reshape tasks and explanations to improve
learning.
Reading, writing, communication and mathematics are taught effectively.
Teachers and other adults create a positive climate for learning in their lessons
and pupils are interested and engaged.
Teachers and instructors assess pupils’ learning and progress regularly and
accurately at all key stages, including in the Early Years Foundation Stage.
They ensure that pupils know how well they have done and what they need to
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do to improve.
Effective teaching strategies, including setting appropriate homework, and
appropriately targeted support and intervention are matched well to most pupils’
individual needs, including those most and least able, so that pupils learn well
in lessons.
Suggested Evidence – Lesson Observations, Learning Walks, book/work scrutiny, interviews
with staff, interviews with pupils, schemes of work, lesson plans, SMSC opportunities,
displays
Observation/Evidence Gathered –
Judgement
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3. The behaviour and safety of pupils in alternative
provision
Exceeding
Pupils’ attitudes to learning are of an equally high standard across subjects and
activities, years, classes and with different staff.
Parents, staff and pupils are unreservedly positive about both behaviour and
safety. Pupils are keenly aware how good attitudes and behaviour contribute to
alternative provision life, adult life and work.
Pupils’ pride in the alternative provision is shown by their excellent conduct,
manners and attendance.
Pupils are fully aware of different forms of bullying, including cyber-bullying and
prejudice-based bullying, and actively try to prevent it from occurring. Bullying
and derogatory or aggressive language in all their forms are rare and dealt with
highly effectively.
Skilled and highly consistent behaviour management by all staff makes a
strong contribution to an exceptionally positive climate for learning. There are
excellent improvements in behaviour over time for individuals.
All staff can demonstrate a high level of understanding of appropriate physical
intervention, risk assessment and safeguarding of pupils and receive regular
CPD in these areas.
All groups of pupils are safe and feel safe at alternative provision placements
at all times. They understand very clearly what constitutes unsafe situations
and are highly aware of how to keep themselves and others safe in different
situations, including in relation to e-safety.
Clear and shared agreements are in place with pupils and parents regarding
expectations of behaviour and attendance; and clear evidence exists regarding
the positive impact this has on pupil progress in all areas of alternative
provision life.
Parents are fully aware of who to contact to express concerns.
If the Alternative Provider is not attached to a school, school network or directly
managed by the local authority it must be registered with the Department for
Education if they have 5 or more pupils on roll or have 1 pupil that is a Child in
Care or 1 pupil with a Statement of SEN or Education Health and Care Plan.
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Meeting
Pupils’ attitudes to all aspects of learning, including in whole class work, group
work, or when working on their own, are consistently positive, and have a good
impact on the progress they make.
Pupils are properly prepared for each lesson, bring the right equipment, and
are ready and eager to learn.
Pupils respond very quickly to staff’s instructions and requests allowing lessons
to flow smoothly and without interruption
Pupils’ attitudes to learning are positive across subjects, activities, years,
classes and with different staff.
There are few well founded concerns expressed by parents, staff and pupils
about behaviour and safety.
Staff can demonstrate a good level of understanding of appropriate physical
intervention, risk assessment and safeguarding of pupils and receive regular
CPD in these areas.
Pupils understand the importance of good attitudes and behaviour in
alternative provision life, adult life and work.
There is a positive ethos in, and around, the alternative provision. Pupils
conduct themselves well at all different times of day, including at lunch time,
attend regularly, have good attitudes and are punctual to lessons.
Pupils take pride in their work, their appearance and their alternative provision.
Pupils have a good awareness of different forms of bullying. There are few
instances of bullying and these are dealt with effectively by the alternative
provision.
Behaviour is managed consistently well.
There are marked improvements in behaviour over time for individuals.
Pupils are safe and feel safe at alternative provision placements and
understand how to keep themselves safe in different situations.
Shared agreements are in place with pupils and parents regarding
expectations of behaviour and attendance.
Parents are aware of who to contact to express concerns
If the Alternative Provider is not attached to a school, school network or directly
managed by the local authority it must be registered with the Department for
Education if they have 5 or more pupils on roll or have 1 pupil that is a Child in
Care or 1 pupil with a Statement of SEN or Education Health and Care Plan.
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Suggested Evidence – Agreements & contracts with schools and commissioners, interview
with pupils, interview with parents, focussed site visit regarding safety and security, health
and safety reports/ risk assessments, recorded contact/ communication with school and
commissioners, notes of meetings – engagement with other agencies, CPD – Safeguarding,
promotion of health and wellbeing of pupils
Observation/Evidence Gathered –
Judgement
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4. Quality of leadership in, and management of,
alternative provision
Exceedin
g
The pursuit of excellence in all of the alternative provisions’ activities is
demonstrated by an uncompromising and highly successful drive to strongly
improve, or maintain, the highest levels of achievement and personal development
for pupils over a sustained period of time.
All leaders and managers, including any responsible for governance, are highly
ambitious for pupils and lead by example. They base their actions on a deep and
accurate understanding of the provision’s performance, and of staff and pupils’ skills
and attributes.
Those responsible for governance, stringently hold senior leaders to account for all
aspects of the provision’s performance.
There are excellent policies and practice embedded in the provision to ensure pupils
are safe, ready to learn, make progress and is ready for next steps/transition.
Leaders focus relentlessly on improving teaching and learning and provide focused
professional development for all staff. This is underpinned by searching performance
management that encourages, challenges and supports staff improvement. As a
result, teaching and learning is outstanding, or at least consistently good and
improving.
The alternative provision’s curriculum promotes and sustains a thirst for knowledge
and a love of learning. It covers a suitable range of subjects and activities that
provide opportunities for academic, technical and sporting excellence. It has a very
positive impact on all pupils’ behaviour and safety, and contributes very well to
pupils’ academic achievement, their physical wellbeing, and their spiritual, moral,
social and cultural development.
The alternative provision’s actions have secured improvement in achievement for
those supported by the pupil premium, which is rising rapidly, including in English
and mathematics.
The alternative provision has highly successful strategies for engaging with parents
to the benefit of pupils.
Senior leaders in the alternative provision work to promote improvement across the
wider system.
The alternative provision’s arrangements for safeguarding pupils meet statutory
requirements.
Staff model professional standards in all of their work and demonstrate high levels of
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respect and courtesy for pupils and others.
Through highly effective, rigorous planning and controls, governance ensures
financial stability, including the effective and efficient management of financial
resources such as the pupil premium funding. This leads to the excellent deployment
of staff and resources to the benefit of all groups of pupils.
There are robust contracts and agreements in place with schools and other
commissioners of alternative provision for individual pupils. These include protocols
and timelines for regular reviews of provision, regular communication and sharing
information processes regarding provision plans, progress, achievement, behaviour
for learning, attendance, safeguarding and wellbeing.
If the Alternative Provider is not attached to a school, school network or directly
managed by the local authority it must be registered with the Department for
Education if they have 5 or more pupils on roll or have 1 pupil that is a Child in Care
or 1 pupil with a Statement of SEN or Education Health and Care Plan.
Meeting Key leaders and managers, including those responsible for governance, consistently
communicate high expectations and ambition.
Teaching is good and/or improving strongly as a result of accurate monitoring,
effective performance management and professional development, which are
closely matched to the needs of the alternative provision and staff.
Self-evaluation is thorough and accurate, and the alternative provision’s actions are
carefully planned, concerted and effective.
The well-thought-out policies ensure that pupils are safe, ready to learn, make
progress and are ready for next steps/transition.
Governance systematically challenges senior leaders. As a result, the quality of
teaching and pupils’ achievement have improved, or previous good performance in
these areas has been consolidated.
The alternative provision’s curriculum encourages a thirst for knowledge and a love
of learning. It covers a range of subjects and activities that provides opportunities for
academic, technical and sporting excellence as appropriate and contributes well to
pupils’ academic achievement, their physical wellbeing and their spiritual, moral,
social and cultural development. It promotes good behaviour and a good
understanding of safety matters.
The alternative provision’s actions have secured improvement in achievement for
those supported by the pupil premium, which is rising, including in English and
mathematics.
The culture of the alternative provision is characterised by high expectations and
aspirations for all pupils.
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The alternative provision works well with parents to achieve positive benefits for
pupils.
The alternative provision’s arrangements for safeguarding pupils meet statutory
requirements.
There are contracts and agreements in place with schools and other commissioners
of alternative provision for individual pupils. These include protocols and timelines
for regular reviews of provision, regular communication and sharing information
processes regarding provision plans, progress, achievement, behaviour for learning,
attendance, safeguarding and wellbeing.
Governance ensures the efficient management of financial resources. This leads to
the effective deployment of staff and resources.
If the Alternative Provider is not attached to a school, school network or directly
managed by the local authority it must be registered with the Department for
Education if they have 5 or more pupils on roll or have 1 pupil that is a Child in Care
or 1 pupil with a Statement of SEN or Education Health and Care Plan
Suggested Evidence – Policies regularly reviewed and up to date, Effective leadership and
management structure, promotion of health and wellbeing embedded into practice, breadth of
provision/curriculum offer, interview with teachers, minutes of management meetings, range of
CPD opportunities offered to staff, evidence of self evaluation and appropriate action planning,
Observation/Evidence Gathered –
Judgement
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5. Quality of Safeguarding in Alternative Provision
All alternative provision must have the following in place:
A written safeguarding policy and up to date child protection procedures that have been
agreed by the provisions Governance. A model Safeguarding Policy is available from
the Surrey Safeguarding Children Board website,
www.surreycc.gov.uk/educationsafeguarding updated January 2014.
A Lead Designated Child Protection Officer (who is part of the Senior Leadership Team)
established and named Deputy/Deputies identified.
A Nominated Safeguarding Governor (preferably not the Chair) to champion
safeguarding and child protection issues.
Safeguarding Policies and Procedures must be in place for: Managing allegations
against members of staff, physical intervention, pupil behaviour, attendance, e-safety,
substance misuse, anti bullying and child sexual exploitation.
Staff behaviour policy/ code of conduct in line with Department for Education guidance.
Training at the appropriate level for all staff, governors and volunteers.
Robust staff recruitment and selection processes which safeguard children and are in
line with the Government’s document, ‘Keeping children safe in education – 2014’.
Used in conjunction with the guidance issued by The Disclosure and Barring Service.
A Single Central Record of employment and Disclosure and Barring Checks for all staff
in regulated activity, appropriate references and risk assessments for volunteers.
If the Alternative Provider is not attached to a school, school network or directly
managed by the local authority it must be registered with the Department for Education
if they have 5 or more pupils on roll or have 1 pupil that is a Child in Care or 1 pupil with
a Statement of SEN or Education Health and Care Plan
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Safeguarding Policy
Child Protection Procedures
Exceeding The alternative provision has a policy which is up to date and in line with the
model provided by SCC.
There is evidence the policy has been read by all staff, volunteers and
adopted by governance. Also, parents are aware of it through the
prospectus and/or the alternative provision website.
The policy is a live document and it reflects practice.
The policy is reviewed annually.
Meeting The alternative provision has a policy which is up to date, in line with the
model policy provided by the SCC and has been shared with and is
accessible to parents.
The alternative provision is confident that minimum requirements are being
met.
The policy is reviewed annually.
Exceeding All DCPO’s know where to find the Surrey Safeguarding Children
Board Procedures (http://sscb.proceduresonline.com/) and use these
within the setting.
Temporary staff are given a copy of the setting’s safeguarding policy
and introduced to the DCPO.
All documentation listed in SCC Model Safeguarding Policy is
available for all staff to access.
Staff are aware of their responsibilities and know procedures to follow
in line with ‘Working together to safeguard children’ training.
Meeting All staff and relevant governors are aware of the SSCB and
established child protection procedures.
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Consistency and Cross Referencing of Procedures
Exceeding All policies/procedures relevant to safeguarding are aligned; an annual
audit is undertaken by the Senior Leadership Team, agreed by
governance, submitted to the LA (if required to do so) and with evidence of
an action plan implemented and reviewed during the year.
Meeting The alternative provision has reviewed all policies and procedures relevant
to safeguarding and is meeting minimum requirements,
Safeguarding Training
Exceeding The Lead DCPO and Deputy DCPO(s) have completed SSCB multiagency Foundation Module training, they have also received “New to
Role” and/ or “Update” training appropriate to their roles in the last two
years and all other staff have received ‘Working together to safeguard
children’ training in the last three years.
New staff attend targeted training “Working together to safeguard children
2013” within 3 months of appointment. The lead DCPO or a Deputy
DCPO attend all 3 term DCPO network meetings hosted by the Local
Authority.
All governance members have received safeguarding training to ensure
clarity of their safeguarding roles and responsibilities
Meeting The DCPOs have completed SSCB multi-agency Foundation Module
training , they have also received “New to Role” and/ or “Update” training
appropriate to their roles in the last two years, and all other staff have
received ‘Working together to safeguard children’ training in the last three
years.
The lead DCPO or a Deputy DCPO attend all 3 term DCPO network
meetings hosted by the Local Authority.
Only the Governor or similar with designated responsibility for
safeguarding has received training to ensure clarity of their safeguarding
role and responsibilities
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Safeguarding and the Curriculum – Healthy
relationships
Exceeding Pupils are encouraged to talk about feelings to deal assertively with
pressures, are listened to, and know to whom they can turn to for help and
advice if necessary.
A strong support system ensures pupils are provided with a range of
opportunities in every year group to learn how to keep themselves and
others safe.
Meeting Some opportunities are provided for pupils to consider risk situations and
explore strategies for keeping safe.
Anti-Bullying Practice
Exceeding The alternative provision has an anti-bullying policy which includes
information on cyber bullying that has been updated in the last year and is
consistent with current Department of Education anti-bullying guidance
All staff are confident in their delivery of the policy; pupils have been
consulted and have devised a pupil friendly version which is visible and
used in the alternative provision.
A detailed bullying incident log is in place and maintained regularly and
analysis is shared with governance
Meeting The alternative provision has an anti-bullying policy that has been updated
in the last year and is consistent with current Department of Education anti
bullying guidance
All staff are confident in their delivery of the policy; pupils have been
consulted and have devised a pupil friendly version which is visible and
used in the alternative provision.
A bullying incident log is in place.
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Safer Recruitment
Exceeding Recruitment and selection processes are fully compliant with Department of
Education guidance Keeping children safe in education .
There is a safeguarding statement in adverts, and induction for all new staff
includes child protection and expectations regarding conduct.
References for shortlisted candidates are collected prior to interview and used
as part of the interview process.
Meeting Recruitment and selection processes are fully compliant with Department of
Education guidance Keeping children safe in education .
Single Central Record
Exceeding There is a single central record in place which clearly states:
 identity checks have been carried out and by whom (including what
evidence was seen e.g. driving licence, passport),
 all staff appointed since September 2012 in regulated activity have
the relevant DBS check.
 all staff appointed between March 2002 and May 2006 have been
CRB checked if they have regular contact with or unsupervised
access to children.
 all staff appointed between May 2006 and September 2012 have
been enhanced CRB checked regardless of whether they have
regular contact with children.
 supply teachers have been enhanced CRB/DBS checked, agency
teachers have been enhanced CRB/DBS checked with written
confirmation provided by the employer.
 volunteers and governors who have regular contact with children
have been assessed to determine if they are in regulated activity and
the relevant checks have been made.
 the dates these checks were carried out and by whom,
 qualifications required for the post are listed, evidence has been
seen (including what evidence), by whom and when,
 evidence of eligibility to work in the UK and suitability for those who
are not Nationals of the European Economic Area (EEA) has been
checked, by whom and when.
Meeting There is a Single Central Record in place which indicates identity,
qualifications, CRB/DBS checks, eligibility checks and right to work checks
have been carried out but not for all staff.
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Safer Working Practice for Adults who Work with
Children and Young People
Exceeding There is a staff behaviour policy/ code of conduct for all staff. A copy has been
given to all staff who have signed to confirm that they have read it and agree
to work within it.
The alternative provision has key safeguarding information available for
visitors and volunteers who come regularly into alternative provision, and this
includes adults who are not directly employed by the alternative provision, and/
or who provide contracted or commissioned services.
Adults are clear that their practice needs to be in line with this guidance.
There has been ‘safer working practice’ training undertaken by all staff and/or
a discussion in a staff meeting.
Meeting There is a staff behaviour policy/ code of conduct for all staff. A copy has been
given to all staff who have signed to confirm that they have read it and agree
to work within it.
The alternative provision has key safeguarding information available for
visitors and volunteers who come regularly into alternative provision, and this
includes adults who are not directly employed by the alternative provision, and/
or who provide contracted or commissioned services.
Adults are clear that their practice needs to be in line with this guidance.
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Annex D
Procedures on How to Manage Allegations Made
Against Staff/Volunteers
Exceeding Procedures for the management of allegations are in line with Managing
Allegations against Staff and Volunteers and known by all alternative
provision staff who know where they are kept if they need to refer to them.
Staff are aware of how to contact the governance body discretely should
they have a concern about the Headteacher/Lead Practicioner and
governance knows what to do if such an allegation is made.
There is evidence that the procedures are followed consistently and reported
to the Local Authority Designated Officer (LADO) and that clear records are
kept.
Serious concerns are reported to the National College for Teaching and
Leadership.
Following safeguarding concerns being raised, there is evidence of
evaluation and improving practice, systems and /or processes.
Meeting Procedures for the management of allegations are known by all alternative
provision staff who know where they are kept if they need to refer to them.
Staff are aware of how to contact the governance discretely should they
have a concern about the Headteacher/Lead Practicioner and the
governance knows what to do if such an allegation is made.
Supervision
Exceeding The alternative provision has well developed procedures for safeguarding
supervision in place which enable discussion of individual safeguarding
cases with appropriately trained members of the senior leadership team.
There is evidence that supervision is effective in providing supported to
designated professionals and staff.
Meeting There are supervision procedures in place which are in the majority of
cases used effectively to provide professional support with safeguarding.
Staff are aware that supervisory support is available and access this
support when required
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Annex D
Record Keeping Procedures
Exceeding The alternative provision has reviewed its procedures on recording, retaining
and sharing child protection concerns against current guidance, has amended
its procedures accordingly and they are applied consistently.
There is evidence that all staff are following the procedures and
actions/outcomes are recorded against each concern.
Meeting The alternative provision has reviewed its procedures on recording, retaining
and sharing child welfare and child protection concerns against current
guidance, has amended its procedures accordingly and they are applied
consistently.
Children Missing Education and Pupils Missing Out
on Education
Exceeding The ‘Children Missing from Education (CME)’ process is well established and all
staff (including alternative provision governance) are fully aware of the current DfE
statutory guidance in relation to CME and alternative provision attendance advice.
There are clear and well defined processes and roles and responsibilities in
monitoring pupils who do not access alternative provision including Work Experience
and college placements.
Modified time tables are used sparingly and appropriately, are time bound and are
reviewed regularly with schools or other commissioners, alternative provision and
parent and pupil.
The alternative provision takes appropriate action when investigating persistent
absence or pupils missing from education and regularly informs the LA of any pupil
not accessing alternative provision in the usual way.
Meeting Most staff understand their responsibilities around pupils not accessing alternative
provision in the usual way and practice reflects the requirements of DfE statutory
guidance.
The alternative provision is not yet exceeding expectations or pro-actively tracking
pupils.
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Annex D
E-safety
6. Overall quality of education provided in the
alternative provision
Exceeding The alternative provision has a current e-safety policy for adults and
pupils, an Acceptable Use Policy in relation to alternative provision
computers and other media, and has been signed and dated.
The alternative provision has an e-safety coordinator who has completed
the CEOP ‘Thinkuknow’ training or similar.
The alternative provision has regular awareness training for parents, staff
and pupils.
The alternative provision has completed the Surrey e-safety audit and is
fully conversant with the e-safety toolkit
Meeting The alternative provision has an e-safety policy and an e-safety
coordinator who is not CEOP trained but is conversant with the e-safety
toolkit.
Exceeding Teaching and learning is outstanding. A rich and relevant curriculum provides
good achievement and attitudes to learning.
Pupils are well equipped for transition/next steps.
There is clear evidence of high staff expectations and pupil aspiration. Almost all
pupils exceed expected progress.
The provision provides a wide range of opportunities to develop pupil’s spiritual,
moral, social and cultural development and pupils’ physical and emotional
wellbeing.
Meeting Learning and teaching is good. Pupils can demonstrate good attitudes to learning.
Pupils are well prepared equipped for transition/next steps.
There is clear evidence of staff supporting pupils’ achievement to meet expected
progress with some pupils exceeding expectations.
Effective action is taken to develop learning through the promotion of pupils’
spiritual, moral, social and cultural development, and their physical wellbeing.
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Annex D
Following the quality assurance visit an improvement plan should be developed.
This will enable the provider to identify clearly the areas for improvement to prepare
for future monitoring and evaluation.
Improvement Plan
Areas for improvement
(theme and criterion)
Agreed Actions
By
when
Person
responsible
Date and Review of
Progress
Summary of Evidence from each area
Overall Judgement
Action/ Next Steps
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