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Improving learner outcomes won’t just happen instantly. It can take time, dedication and a nurturing process to understand the needs and learning styles of pupils. To truly unlock learner potential, we must take a holistic approach and implement a supportive learning structure so they can thrive.
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We are well into 2025 now, and similar challenges and patterns have emerged in the education sector when supporting learners. SEND, behaviour, mental health, and several other challenges have made positive reintegration difficult. But what if there was a way we could implement a better solution to support learners with a different approach that accommodates their needs? Could this be through online learning?
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Positive intervention in schools is a powerful tool for enhancing students’ confidence and motivation. This approach, which encompasses a range of strategies from individualised support to broader school-wide programs, aims to create an environment where students feel valued, capable, and enthusiastic about their education. By fostering a positive school culture, educators can significantly influence students’ academic and personal development.
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Mainstream education is essential for learners, but it can sometimes feel overwhelming, especially for vulnerable learners. With the influence of EdTech and the rise of online learning, learning has now reached endless possibilities.
We need to ensure that when we integrate a suitable provision, effective safeguarding measures are implemented. When structure and a well-thought-out approach are supplied, many learners can thrive.
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Vulnerable learners often face challenges that extend far beyond the classroom. Traditional safeguarding measures, while essential, may not always address the complex needs of these students. To truly protect and empower them, we need a more holistic and proactive approach.
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The education system can put an enormous amount of pressure on teachers. Overstretched staff, several incidents to handle and a lack of resources can all contribute to increased stress resulting in burnout. But, what if there was a way to overcome these challenges?
EdTech and online learning have enhanced the learning capabilities of many students. Online alternative provision (OAP) has now offered a flexible avenue for many students to reach their potential.
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Reading time: 3 minutesMainstream education may not be accessible or the right fit for every...
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As the education landscape shifts, there has been an ever-growing desire to implement effective support for learners so they reach their potential. However, it can be difficult to unlock potential when there are constraints such as limited budget or resources at one’s disposal. But what if there was a way you could integrate something powerful that transforms a student’s educational experience?
EdTech and online learning has boomed massively, especially since the pandemic. Now, the Department for Education’s (DfE) Online Education Accreditation Scheme (OEAS) has ensured high-quality education is provided for students.
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Alternative provision (AP) settings often support young people with complex needs, making safeguarding a paramount consideration. While sharing many similarities with mainstream schools, the unique challenges of AP require a tailored approach.
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The education sector needs support more now than ever. As the academic year draws to a close, we take the time to reflect and evaluate. We must recognise that there are thousands of children missing in education and exclusion rates are exceedingly high.
However, we can implement new strategies to overcome certain barriers to support students so they can reach their educational potential. One method that has worked well has been using hybrid approaches or “Bridging” avenues. This could be a certain location on-site where teachers can supervise and monitor attendance, and engagement and ensure students are safeguarded.
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Transitioning back to mainstream education after a period of home-schooling or alternative provision can be a challenging process for students. They may face academic, social, and emotional adjustments as they adapt to a more structured environment. To facilitate a smooth transition, several strategies can be implemented by educators, parents, and the students themselves.
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Selecting the appropriate alternative provision for a student with behavioural issues is a critical decision that can significantly impact their academic success and overall well-being. Alternative provisions are designed to support students who struggle in mainstream education due to various challenges, including behavioural issues. The right alternative setting can offer tailored interventions, a supportive environment, and specialized resources to help these students thrive. Here are key considerations and strategies for choosing the most suitable alternative provision.
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EDClass had the privilege of speaking with the designated safeguarding person from Featherstone Academy, Barry Eaton, to discuss their use of the platform, what challenges they had and the benefits that have been evident since implementing the system for their students.
Featherstone Academy has been using the EDClass system since 2015 and the platform has successfully supported and reintegrated students on suspension or who had mental health challenges.
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Students who are persistently and severely absent need creative and innovative solutions that address their specific needs. How can this be achieved? What support can be put in place to ensure they are safe?
EDClass spoke to international safeguarding consultant, Victoria Raynor, and we discussed safeguarding, absenteeism and driving engagement using a hybrid model.
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Conducting due diligence on alternative provisions should be of paramount importance. The provision should prioritise supporting students with specific needs and implementing the most effective support possible.
Integrating an effective alternative provision can be achieved by identifying the specific needs of students and providing an element of support that they feel most comfortable with. This is so their personal development can be prioritised in terms of their well-being and academic growth and potentially lead to a successful reintegration.
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Online alternative provision (OAP) is a growing trend in education, with many schools and local authorities now offering OAP programs to support students with behavioural problems.
Traditionally schools may resort to isolating students with limited educational resources and support staff resulting in poor progression or personal development. Schools also may have to exclude or suspend students which can be costly and cause additional workload to an already strained workforce.
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Online alternative provision (OAP) can be a lifeline for students with special educational needs (SEN). It can provide them with the support they need to reach their full potential, in a way that traditional education may not be able to.
There are several benefits to using OAP to support students with SEN. One of the main benefits is that OAP provides a flexible and supportive learning environment. Students can learn at their own pace and in their own time, and they can access support from qualified teachers and other professionals whenever they need it.
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Students with specific needs and requirements might find online alternative provision to be extremely effective and can be highly beneficial for a school also. It is always good to keep government guidance in mind in identifying the right solution, but children’s safety should always be paramount. EDClass interviewed Mark Wrangles and here is what he had to say regarding integrating an effective alternative provision.
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Alternative provisions can be transformative for students and transcend their educational potential if appropriate measures are implemented. It is important to implement the right support for students with specific needs to help them achieve the best possible outcomes.
The overarching desire to empower students to be mindful and improve their confidence can allow them to enhance their learning capabilities and welfare development. EDClass was fortunate to discuss with Jackie Beere OBE alternative provisions, curriculum and the reintegration of students.
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Local authorities play an important role in supplying effective education for children, but the right support must be supplied, at the right place, and at the right time. EDClass spoke to Councillor Maroof Raouf, Deputy Chair of the Education, Children and Families Policy Committee at Sheffield City Council and he stated:
“A blended learning approach is something we aware of and we are looking at the growing options available to schools. It’s just ensuring that students are being put in an environment that is conducive to learning.”
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Budgeting of schools has always been an issue in the country. Recently, more and more schools are facing individual school budget exclusions. Schools have had to juggle their resource allocation impacting the quality of education delivered to students. With the quality being compromised, the students, as well as the teachers, suffer in the long run. These budget exclusions impact the future of the children. Hence, schools and concerned authorities need to decide on an alternative solution to make up for the compromised levels of education.
All of these school budgets result from cost savings and efficiencies. There are constant budget pressures, and over seventy per cent of the school expenses go to staffing and instruction. However, some creative solutions need to be devised so that these school budget reductions don’t negatively affect the student’s education and the school’s atmosphere.
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One of the greatest issues facing all areas of education is funding and the stretch that is being placed on school budgets at all levels.
Many alternative provisions do not receive direct funding from the DfE and rely on daily rates paid directly by schools as their primary source of funding.
School budgets are being stretched more than they have been for years and we are faced with a situation where school leaders will be forced to make some difficult decisions. We may see that referrals to alternative provisions may be reprioritised within existing budgets.
As we move to a post-pandemic world we are all facing challenges across all areas of education. For many students, remote learning has worked well and they have engaged in education within a calm, purposeful environment with adequate IT access which does not have to be shared. But, this has not been the experience for many students within alternative provisions and those at risk of being referred.
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The potential harm exclusions may do to a school’s finances and image should only be used as a last option. This exemplifies the need for alternate provisions to prevent the exclusion of children from educational programmes.
The employment of critical workers to provide kids with assistance for their personal development and to communicate with their parents or other caretakers about the student’s academic progress and how well they are doing.
Parents welcome this assistance and gain from being able to praise and understand how to help with their children’s behaviour, which is a win-win situation for everyone involved.
The provision of alternative schools is an integral component of our education system that is constantly being expanded. It is estimated that around 45,000 students are taught in alternative provision schools annually; this number does not seem to be decreasing, even though there is generally an underlying logic of inclusion
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Following the recent shake-up within the UK government, the impact it could have on the education sector could be massive. What does this mean for the education sector, alternative provisions and what needs to be done to improve standards for the 2022/23 academic year?
Prime Minister Boris Johnson recently announced his resignation but will remain as caretaker PM until a new leader has been chosen. Following several candidates vying for the position, it now looks as though “either Rishi Sunak or Liz Truss will become the UK’s next prime minister”.– BBC
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Alternative provisions are highly important within the education system. What should APs now look like and what should be implemented?
An alternative provision effectively provides students education who cannot make it into mainstream education for whatever reason. APs can be situated in a variety of locations and can also be online. According to statistics:
“It is estimated that there are at least 32,083 pupils educated across at least 761 alternative provision settings in England.”
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In the past 20 years or so, we’ve become more and more aware of the different types of identities in the LGBTQ community, how can we make them feel safer in education?
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Reading time: 4 minutesStudents absent from public school without reasonable justification legally...
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Students with special educational needs deserve an equal chance at education and alternative provision can be a viable option for them.
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Schools in the UK have reopened and face-to-face teaching is returning to normal. Following lessons learnt from lockdown, online learning can now work effectively in a combination with mainstream education.
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Alternative provision can provide multiple ways to support students, if they are struggling, and help them achieve their educational goals.
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School closures severely impacted most children with their learning, Ofsted has revealed.
The report findings showed that some children have gone significantly back with their social skills, while others have lost their “stamina” for reading.
Schools were closed to most students in March. This blog post explains.
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A second national lockdown has been announced in England with one crucial difference: schools to stay open.
The Prime Minister, Boris Johnson, said on Saturday: “Our senior clinicians still advise that school is the best place for children to be, we cannot let this virus to damage our children’s future any more than it already has.”
However both regional mayors across England and senior members of the Conservative party have criticised the plans. What are your thoughts? Let us know in the comments below.
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This summer, the Government announced a catch-up premium fund to help students catch up.
According to the Department for Education: “Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of the challenge.”
Updates involving the payment of this fund was confirmed this week. This blog post takes a look at these updates.
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The Government has announced new rules to prevent the spread of coronavirus this week – and a second lockdown has not been ruled out.
The guidance for schools remain unchanged but schools should have a contingency plan in place if remote learning needs to be introduced.
This blog post talks you through the rule changes, the latest guidance and how your school should prepare for a second lockdown.
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UK Scientists have a proposed a two-week national lockdown to take place during October half-term, according to reports.
A the R number (rate of infection) continues to rise around the UK.
The timing of this lockdown would be designed to cause minimal disruption to schools. What would this mean for schools and do you have a contingency plan? This blog post is here to help.
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Need to make an announcement to your entire school? Under current guidance, whole school assemblies are unwise under the new bubble system.
It could mean virtual assemblies are the new normal – but may not have been considered.
This blog post takes a look at how you can do assemblies and make announcements virtually.
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A positive alternative provision provides students with meaningful learning activities with meaningful learning activities which improves self esteem, engagement and subsequently quality of life and their relationship with those around them.
A positive alternative provision backs EDClass’ ethos of education for all. By providing a one-to-one support with a person or through a system they like, they are more likely to engage in education, learn and develop.
This blog post takes a look at the benefits of having a positive alternative provision where students are learning.
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Knowing how far your students are behind is essential – as you look to install the most appropriate catch up for students.
Unless catch-up lessons are effective, researchers predict a 3% loss in future annual earnings for pupils caught up in the pandemic.
This blog post explains how identify how far your students are behind and what to do about it.
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“It just feels like nobody cares about us”, paediatrician Sarah Cockman had been told by parents and children on visits to B&Bs where homeless families had been staying. From bed-wetting to anxiety to leering men on doorsteps missed safeguarding issues have caused great concern during 2020.
Teachers have been told to expect a “tsunami of safeguarding concerns” when schools return this week.
The horrendous situation for families has been compounded during lockdown. The impact of inequality has exploited young people. EDBlog takes a look at missed safeguarding issues and how communities can work together to resolve them.
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Catch up delivery is essential for your students, with teachers estimating that students are on average three months behind in their learning.
The findings by the National Foundation for Educational Research (NFER) and the Nuffield Foundation has said that almost all teachers surveyed believe children are further behind where they expect them to be in their learning.
Teachers estimate that nearly half of all children (44%) will need intensive catch-up support, particularly children in the most deprive areas and from BAME backgrounds.
What should your plan be for catch up delivery? This blog post explains.
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“Even I saw the massive value of active, inclusive and personalised learning,” says Hilary Moriarty a teacher who experienced e-learning for the first time in 2020.
Personalised learning has a multitude of benefits for students – not only has it come to the aid of students in both retention and learning, but if done effectively they will also appreciate what they have learnt.
Virtual classrooms have become a buzzword in coronavirus times. If done effectively, it can provide a personalised learning touch too. With schools returning in September, we take a look at the elements of virtual learning here to stay.
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Alternative provision while excluded is education and support which should be provided to children who are not able to attend school.
According to the Government: “Alternative provision is too often seen as a forgotten part of the education system, sidelined and stigmatised as somewhere only the very worst behaved pupils go. All pupils deserve high quality education, and while this is often the case, too many pupils are failed by the system and they are not receiving the education that they deserve.“
It is a legal requirement that alternative provision must be arranged for an excluded child from the sixth day of their exclusion from mainstream education (sixth day provision). But not every child in alternative provision has been excluded. This blog post is all you need to know about alternative provision while excluded.
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“A huge population is shifting towards a creative and innovative mode of education or learning: known as online e-learning” reports BM Magazine. “Gone are the days when the only mode of education for a student was to attend the physical classes and institutions.”
Electronic learning refers to the concept of attending classes and/or gaining knowledge over the internet. Software available enhances and complements the idea of the classroom via online means.
Irrespective of time zone or location via e-learning you still have access to your class.
But how does online e-learning benefit classes and why does a blended learning strategy improve both the pupil and the school? This blog post explains.
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The coronavirus crisis has taught the world that there are many ways to teach classes online: online live teaching means students and teachers have many of the benefits of classroom learning.
Although senior leaders may be able to think of easy solutions to deliver live lectures, by taking a step back and thinking of all the tools at their disposal means they can implement an e-learning solution which benefits all learners.
This blog post explains why live teaching is a fundamental part of e-learning and how collaborating tools benefits all users.
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Since the start of lockdown, schools have worked tirelessly to provide education for your students via EDClass.
EDClass has been used by many schools in order so that education can continue for all pupils even when schools are closed.
Schools up and down the UK are using our provision. Read this blog post to hear the thoughts of two: the Sheffield Inclusion Centre in South Yorkshire and Shenley Brooke End School in Milton Keynes.
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Home education in it’s current form isn’t working. A report on the BBC this morning has told the story of parents being reduced to tears as they try to balance work with educating their children.
EDBlog has recently reported on the rise in mental health pressure amongst young people, but it is also having a significant effect on parents.
This latest campaign says in the event of future lockdowns “a plan must ensure that the learning and wellbeing of all children are prioritised, wherever circumstances they live in.”
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The culturally ingrained education models has been hugely disrupted by the coronavirus pandemic – with a huge shift made to distance learning.
Though at present, many university students are unhappy with the speed and quality of the changes, many experts believe that distance learning is here to stay.
But how is it likely to look and what will it mean for students, teachers and parents? This blog post explains.
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Virtual classrooms are the new normal in higher education.
Many degrees are now being offered as fully online or via blended learning. In secondary schools blended learning looks set to be used into next year in parts of the UK.
Given the seemingly unstoppable growth of the virtual classroom, we take a look at the long-term benefit for both the school and students.
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Alternative provision can be defined as education arranged outside of mainstream schools, by the school or local authority.
Schools can use such provision to try to prevent exclusions or to re-engage students in education.
Some students spend a significant proportion of their week away from their school or unit.
But why are they ideal for non-attenders?
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The need to provide virtual learning solutions while students have been confined to their own home.
With Ofsted announcing ‘no expectations on learning‘ during the pandemic, some schools are using basic learning platforms to educate their students.
But what can be done to make sure students are more engaged in education?
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The Government has issued a £1 billion fund in order to help children in England catch up on lost education.
Two funds have been announced: one for disadvantaged pupils and one for all pupil groups.
Estimations are that pupils have been left 12 months behind following the coronavirus pandemic. So the catch up plans have been welcomed, but what do they mean for students?
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Children could be as much as 12 months behind in their development when schools resume. You can help them catch up quicker with the support of a secure classroom.
A virtual secure classroom means students can continue to be educated even when they cannot attending mainstream classes.
But what is a secure classroom and how can it help your school and your students?
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From 15 June, secondary schools will be able to provide pupils with face-to-face support.
The Government has released guidelines for schools. Schools will have to adhere to measures including reduced class sizes and social distancing.
If your school has to work with decreased class sizes how do you provide education for the masses? And how does remote learning have a role to play in future?
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The coronavirus pandemic has affected education around the world. Online learning has been used in higher education in the short term, and experts have suggested this could be the start of something new.
Close to 90% of students worldwide have been deprived of education in recent months.
Many universities have transitioned to online learning. But could it be here to stay?
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In education settings it is important to get the balance right. Blended learning is an approach to education that combines online educational materials and online interaction with traditional classroom-based methods.
As society evolves, e-learning is taking a more central position in our educational structure. This is no clearer to see that during the coronavirus pandemic when education temporarily moved online.
But why is a blended learning approach so important and what benefits can e-learning bring?
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Ofsted has told a panel of MP’s that there is “no expectation on learning” during the coronavirus pandemic.
In the latest Education Select Committee dialog, Amanda Spielman echoed comments made by the Education Minister last week that safeguarding vulnerable children was priority.
She also said she was concerned for the future of children “without motivations”.
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Digital poverty is a growing problem in the United Kingdom that the coronavirus pandemic has exposed. In 2019, then-Labour Leader Jeremy Corbyn stated, “The internet has become such a central part of our lives. What was once a luxury is now an essential utility.”
Ultimately, a research report by the Low Income Tax Reform Group found that ‘a significant proportion of the UK is “digitally excluded” either through not having internet access or because of low levels of digital literacy. The drive for digitalisation of government services could reinforce the social exclusion of a sizeable segment of the population. This could lead to wider impacts in the medium and long term.’
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The Education Minister has hit back at claims more can be done to ensure vulnerable children receive an education.
It is widely reported in the media that only a minority of vulnerable children expected to still attend school during lockdown have been doing so. Further concern has been raised that children required to do home-learning may have vulnerabilities which have not been considered.
At a Government briefing on Sunday, Education Secretary Gavin Williamson showed appreciation to staff who had kept schools and nurseries open over the Easter holidays to protect vulnerable children. He also pledged laptops and tablets, as well as additional funding to charities, to help ensure children can receive an online education as well as have greater safeguarding means in their own homes.
On Wednesday, the Education Minister was called to explain decisions and guidance to other MPs via an online Education Select Committee Meeting. Here is what Vicky Ford, had to say.
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The government has updated its advice on schools for when the coronavirus hits the UK more significantly.
Last week we informed you that a number of UK schools had closed on a precautionary measure after coronavirus cases were identified locally. We also reported that schools are seen as a social hub of the community, and can therefore be prime location for the epidemic to spread.
Today, the UK government – along with the parliaments of Scotland, Wales and Northern Ireland – have announced a coronavirus action plan, to detail how the country will deal with the virus.
But what does the plan entail and how will it affect schools?
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According to the government’s ‘Working Together to Safeguard Children‘ white paper: nothing is more important than children’s welfare.
The system is designed to respond to the needs and interests of children and families, and how they work needs to run in partnership with other interested parties.
Schools play an essential role in protecting children from abuse, and with regular contact with young people they are in a strong position to identify signs of abuse and neglect. But with events such as severe flood and coronavirus affecting the country, increasingly schools are turning to home learning to ensure children still receive an education.
But how can the school ensure pupils are still safeguarded whilst off-site?
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V Certs are the most recent vocational qualification open to students who are 14 – 16 years old but could they really provide a solution for the skills gap in the UK?
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Whilst the dangers of ‘off-rolling’ or ignoring/marginalising pupils by moving them to poorly managed alternative provision are real, when it is properly managed, alternative provision can be a very useful tool in encouraging school refusers to re-engage with their education.
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Since the 14-19 reform act, there has been a great deal of change in the curriculum in the UK. Now, our education system provides our youth with training in skills that are going to be useful in life and help them build up knowledge to help them succeed.
It was designed to help encourage more and more young people to continue into higher education. However, not every young individual wants to go to university, so the 14-19 reforms provide alternative further education paths for these individuals.
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With the changes to funding over the last few years, it is increasingly likely that schools will want to handle alternative provisions in-house to avoid the cost of supporting pupils being taught elsewhere.
There are various ways to address the issues within school and we will cover some of those today.
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With the statutory requirement to report attendance figures comes the additional need to look at why pupils aren’t attending. School refusers make up some of these statistics and this covers those who simply don’t want to go to school or those who are phobic and become incredibly anxious when attending is suggested.
It’s important to get to the centre of why a child refuses to attend, it’s also crucial to put support in place through educational strategies.
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For pupils with emotional and behavioural issues who find they are at threat of exclusion from their school, there are now a number of in-house alternative provisions which have been set up. These look to work with pupils and parents as a support mechanism without the need to move the pupil offsite.
The initial goal is to pinpoint the central problems if not already known and to then work over a period of time with the end target being the move back into their previous ‘mainstream’ year group.
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Research suggests that effective behavioural interventions can have a direct and significant effect on a student’s academic achievement. So how do you make sure your interventions are effective? Targeted interventions that address the specific issues of individual students are the most effective so the first step is to identify the needs of the student.
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Detentions. Often they can feel like they punish the staff more than they punish the student. When you ask interviewees why they wanted to become a teacher, it is unlikely that any of them replied that they looked forward to the chance of staying late after school to supervise the very students who had made their day miserable to begin with.
So why do schools carry on with them? Because they can, when used correctly, work.
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When schools are looking to raise aspiration, parental power is an invaluable and powerful way to enhance and introduce enthusiasm and motivation.
Success is seen at its highest when schools and parents work together as a partnership, but whilst almost all schools involve parents in activities at the school itself, this is parental involvement rather than engagement and does not directly affect achievement as opposed to direct parental engagement which increases aspiration for all the family.
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Creating safe spaces, perhaps manned by learning mentors, empathetic staff members or even older members of the student cohort can provide a place that feels safe and supportive for students who are about to ‘blow’.
A system can be agreed in advance with students likely to use such a resource to allow them to exit a lesson or situation that is proving triggering for them, on the understanding that work must be caught up and that consequences exist for the misuse.
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There is a school of thought that suggests that all behaviour is communication. This may cause you to believe that certain students in your care are communicating, in no uncertain terms, that they do not wish to attend your school!
Anti-social behaviours, bullying, property damage and persistent disruption all communicate quite strongly to you, as a school leader, that you will need to exclude a student either temporarily or permanently in the not so distant future.
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Bad behaviour during a lesson is disruptive to all and frustrating for both the teacher and the remaining pupils in the class who want to learn. Persistent disobedience can mean that precious time is spent trying to sort out the issue which then means that the amount of teaching time is greatly reduced.
In turn this can mean increased amounts of homework to ensure the class stays up to speed with the curriculum and adds to their spare time workload when combined with that of other subjects.
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Adult learning has evolved over the last two decades. Whilst still the place to learn self-improvement skills such as crafts and languages, the role of adult learning has a strong focus now towards enhancing entry level life skills, improving employability opportunities and all the time instilling self-confidence in each and every learner who steps through the door to sign up for a course.
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The flipped classroom is becoming an increasingly popular teaching method which has developed alongside the use of digital technology as a tool for learning. It is creating a new direction and role change for teachers as they are swapping their position at the front of the classroom to one with a more collaborative and cooperative contributory edge.
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One fifth of all young people aged 16-24 don’t make the leap from school to work, a situation which can quickly become a cycle of failure and despondency.
The long term outlook for this group is one which will affect their wellbeing in a number of ways; their mental and physical health and their poor economic forecast. Typically, these pupils will come from a background of low-income and long standing issues and so there is a need for the best support possible to help this disadvantaged group to achieve as much as possible academically.
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As we have seen, the person-centred approach aims to deliver an inclusive method which we believe will be highly beneficial to pupils, parents and teaching staff alike.
This method provides a greater emphasis on pupil involvement, allowing pupils with special educational needs to gain increased control over their learning.
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The new school year is always a time of transition and change: new pupils, new staff and renewed energy from the summer break. This year sees more change than usual however, as the much discussed SEN reforms are finally upon us and provision has quite dramatically changed.
Following on from earlier newsletters about what the reforms mean for you, here we will discuss one key aspect of the reforms: the person-centred approach to planning and review.
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Whilst every year the media applauds those who attain incredible achievements with their GCSE or A level exams, there are many students left in the shadows who are unable to even dream of attaining similar success or may not be interested in attending school.
For many who fall into this category, a disadvantaged background is almost certainly a key element in the issue, there those who require assistance to learn even the most basic literacy and numeracy skills and there are those who become bored because they don’t feel challenged.
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The Rodillian Academy and EDLounge came together in September 2013 to look at how we could improve our existing online provision. This needed to meet national guidance on the use of alternative provision and, more importantly, provide high quality, appropriate work for students who were not accessing mainstream education for a fixed period of time.
We have developed a unique package to support students who are out of mainstream education, providing them with appropriate, accessible work that is accessed through a secure online platform.
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I have recently been conducting some research around innovation in education. With ever-advancing technology, there seems to be new ideas cropping up daily which would be fantastic to utilise for education, whether it is in the classroom or for individual study.
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The Ofsted annual report from 2012/13 states that, “…teachers can only teach well, and challenge pupils to do better routinely, if behaviour in class is orderly and attentive.”
This means that even low-level disruption such as incessant chatter, calling out, inattention and other seemingly minor behaviour issues will affect teaching standards in the classroom in general.
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That old saying, ‘if it looks like a duck, walks like a duck and quacks like a duck then it is a duck’, is also true of the Next Generation BTECs. They remain similar to the ‘old’ BTECs in that much of the content is still the same and the learner outcomes are similar.
These revamped Level 2 BTECs are therefore very much still BTECs with all the flexibility and opportunities they offer learners. Particularly when it comes to offering a much needed alternative to the traditional GCSE route. As before, this route provides a progression pathway which can take pupils onto National Diplomas, Further Education and employment.
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In 2003, the lack of vocational education had been an “historic weakness” of the English education system, said the then School Standards Minister, David Miliband.
Indeed, teachers of disengaged or disinterested pupils have long argued the need for a suitable Alternative Curriculum that serves to educate and prepare young people for life in the real world.
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The next generation BTEC brings new challenges for all our schools: externally assessed units and new rules regarding coursework feedback. It is no longer BTEC ‘as we know it’. It’s a completely different regime. The bar has been raised to add more rigour and credibility to the subject.
No longer can BTEC be thought of as a ‘sink’ option for those learners who don’t want to do certain subjects or who don’t seem to fit well anywhere else or for your alternative curriculum students.
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The reason I set up EDLounge was to help combat exclusions using an alternative curriculum. I strongly believe that every child under my care should have the appropriate learning tools available to them.
Ofsted states that “a supportive and stable school environment, and strong relationships between the school and parents were found to be important factors in preventing very young children from being excluded.”
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