Alternative Provision (AP) FAQ
What is AP?
Halton defines AP as supervised provision that is part of a pupil’s regular timetable,
away from the main school site and not led by school staff. AP can be used to prevent
exclusions, provide an additional curriculum element or to re-engage students in their
education. Pupils on an AP programme must receive a full-time timetable overall and
English and maths must be an element of their provision.
How many hours for an AP timetable?
All pupils must receive full-time provision in total, whether in one setting or more.
Pupils in alternative provision should receive the same amount of education as they
would receive in a maintained school. Full-time can be made up of two or more parttime provisions.
The government’s guidance makes it clear that ‘all pupils of compulsory school age
are entitled to a full-time education’ and that part-time timetables should only be used
‘in very exceptional circumstances’ . If inspectors find that a school is using a parttime timetable for a student, they will ask the school to show them the time-limited
plan to enable the student to be reintegrated quickly to full-time education and
evidence of the plan’s success. If a pupil needs to be removed from the school for a
period of time for disciplinary purposes, the correct exclusion procedures must be
followed.
School’s Use of Exclusions (2014)
How many hours can an Alternative Provider deliver?
Hours offered – to ensure that all providers fulfil their statutory requirements when
offering AP programmes. In particular, a provider of alternative provision should be
registered as an independent school if it caters full- time for five or more students of
compulsory school age; or one such student who is looked after or has a statement of
special educational needs.
Alternative Provision, OFSTED (2014)
What is full time provision?
Full time provision is the same that the pupil would receive if attending their
mainstream school on a full time basis.
Is Work Experience AP?
Halton Alternative Provision Strategy Group has agreed to collect data from schools
on pupils accessing an AP timetable and this includes those on extended work
experience. However, Work Experience providers will not be included in the Halton
AP Directory and schools must fulfil their statutory duties when making such
arrangements. The pupils accessing any Work Experience remain the sole
responsibility of the school whilst doing so.
Whilst the school holds the duty of care for students on work experience, Halton
Borough Council (HBC) cannot discharge its health & safety or safeguarding duties to
schools and we recommend that schools develop their work experience programme
that meets the standard set by HBC.
The government describes work experience as follows; Work Experience is for pupils
in the final two years of compulsory education. Schools should ensure that they have
in place arrangements whereby the work experience placement provider notifies the
school of any absences by individual pupils. Any absence should be recorded using
the relevant code. (W)
School Attendance (2014)
Are AP providers registered with OFSTED?
The government has defined the registration requirements for Alternative Providers
as follows;
In particular, a provider of alternative provision should be registered as an
independent school if it caters full- time for five or more students of compulsory
school age; or one such student who is looked after or has a statement of special
educational needs.
Alternative Provision, OFSTED (2014) & School Inspection Handbook (2014)
What should be included in AP?
Provision will differ from pupil to pupil, but there are some common elements that
alternative provision should aim to achieve, including:
– particularly in English,
maths and science (including IT) – with appropriate accreditation and qualifications;
identified and met in order to help them to overcome any barriers to attainment;
-confidence, attendance and engagement with
education; and
reintegration into mainstream education, further education, training or employment.
Alternative Provision Statutory Guidance (2013)
How do I ensure I am prepared for inspection with regard to AP?
AP is a key element of the OFSTED Inspection Framework (2014) and inspectors will
focus on this before and during inspection. Inspectors will need to ensure that any AP
used is safe, meets the pupil’s needs and provides good outcomes for the AP cohort,
in comparison to the rest of their peers. Relevant extracts from the current Inspection
Framework are included in Halton’s AP Directory and the Halton AP Quality
Assurance Checklist.
What registration codes are used to mark pupils attending AP?
The government advise schools on attendance codes and those used for AP as
follows;
Present at an Approved Off-Site Educational Activity
An approved educational activity is where a pupil is taking part in supervised
educational activity such as field trips, educational visits, work experience or
alternative provision. Pupils can only be recorded as receiving off-site educational
activity if the activity meets the requirements prescribed in regulation 6(4) of the
Education (Pupil Registration) (England) Regulations 2006. The activity must be of an
educational nature approved by the school and supervised by someone authorised by
the school. The activity must take place during the session for which the mark is
recorded.
School Attendance (2014)
Attendance codes for when pupils are present at approved off-site educational activity
are as follows:
Code B: Off-site educational activity
This code should be used when pupils are present at an off-site educational activity
that has been approved by the school. Ultimately schools are responsible for the
safeguarding and welfare of pupils educated off-site. Therefore by using code B,
schools are certifying that the education is supervised and measures have been
taken to safeguard pupils. This code should not be used for any unsupervised
educational activity or where a pupil is at home doing school work. Schools should
ensure that they have in place arrangements whereby the provider of the alternative
activity notifies the school of any absences by individual pupils. The school should
record the pupil’s absence using the relevant absence code.
School Attendance (2014)
What AP data does Halton Local Authority collect?
Halton Alternative Provision Strategy Group has agreed to collect the following data
on pupils accessing AP;
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Pupil name, DoB, year group, Key Stage
AP attended by provider
Start and end date
Hours accessed through AP and in total
Reason for AP
Progress made whist on AP
Qualifications achieved
Destination following AP
What information does the Halton AP Directory include?
The Halton AP Directory includes an overview of AP in Halton following the strategic
review. It provides details of provision offered through The Bridge School and the
Alternative providers commissioned by them. The relevant referral forms and Service
Level Agreements are available. The Quality Assurance (QA) Framework used to
monitor and evaluate these providers is also included alongside an annual calendar
of QA events. The statutory duties for schools are explained. All Halton high schools
will receive a copy of the directory and it is also available on The Bridge School’s
website.
What are the issues regarding pupil attendance at AP?
Schools retain the responsibility at all times for the attendance of pupils whether
attending provision in the mainstream setting or at a venue agreed off site. Where
there is a Service Level Agreement in place between a school and provider it must
clearly state who is responsible for pupil’s attendance. In Halton, where schools
access AP through The Bridge School Engagement Programme the SLA clearly
states;
The mainstream school will;
1. Maintain their “Duty of Care” for all students and adhere to relevant legislation.
2. Retain responsibility for monitoring student attendance in the school’s register.
The school’s EWO will monitor registers and carry out any necessary
interventions to reduce any absence.
The Bridge School will;
1. Provide accurate and up-to-date attendance information; attendance registers
per session/day, termly attendance figures/targets, rewards etc.
2. Provide timely absence reporting – on the same day of absence, to the school.
All commissioned providers are required to undertake 1st day contact and liaise
on the same day with The Bridge.
3. Work with school/provider and EWS to address school absence
When a Halton school uses AP outside of the Halton AP SLA they must make their
own arrangements with the provider regarding all attendance and absence issues.
OFSTED, during inspection, will scrutinise the school’s arrangements for pupils
accessing AP;
The inspection of attendance. During the inspection - leadership and
management: Inspectors must evaluate leaders’ and managers ‘use of alternative
provision through taking account of (a range of factors including):
how well the school monitors and evaluates pupils ‘progress, attendance and
behaviour, and intervenes to support pupils where needed.
How is AP monitored in Halton?
The Halton Alternative Provision Strategy Group has committed to review and improve
AP and they regularly meet and monitor the AP delivery available, record all pupils
accessing AP and monitor the progress and destination of this cohort. They have
tasked an AP Monitoring Group to termly meet and fulfil this task. The group report to
the 11-19 Partnership and the Children’s Trust.
Is Home Tuition AP?
Halton provides Home Tuition to those pupils who for medical reasons are unable to
attend their mainstream school over a period of time. The Home Tuition Service is
included as a provider in the Halton AP Directory and undergoes the agreed Quality
Assurance framework.
OVERVIEW
The recent Strategic Review of Alternative Provision (AP) in Halton provided
these key recommendations:
 The Strategic AP Group to identify appropriate funding streams to support the
revised model.
 Implement one AP service with teams responsible for its delivery.
 Develop a menu of provision that includes full and part time programmes,
outreach and CPD with clear entry routes and criteria and agreed exit outcomes
and delivered by specialist staff.
 Implement a robust quality assurance framework for all AP
To develop the menu of provision on offer a tender process was conducted to procure
a range of AP options for the broad range of student need. A Quality Assurance
framework will be ongoing to ensure the providers in this directory reach the high
standards expected by the AP Strategic Group. Quality assurance of these providers
included the following aspects:
 Meeting student’s needs, areas for provision, types of package and provision for
SEND
 Clear arrangements for safeguarding the welfare of children and young people
and multiagency work, including clear guidelines and responsibilities regarding
student attendance
 Delivering high levels of achievement including engagement of learners, maths
and English, good attendance rates and post 16 progression.
 Quality and performance of workforce
Categories of provision in this directory are:
1. Full‐time alternative education, including day 6 provision – KS3&4
2. Full‐time revolving door provision- KS3&4
3. Part‐time Engagement Provision – KS3&KS4
4. Preventative/outreach programmes. (To be developed)
This directory gives outline details of the services on offer within these categories for
schools.
The AP framework is designed to meet the needs of children and young people at
Key Stage 3 and 4 who are permanently excluded from school; excluded from school
on a fixed‐term basis; at risk of disengaging from mainstream education and/or being
excluded from school; require additional support during a negotiated transfer between
mainstream schools; otherwise require alternative education provision to meet their
educational entitlement, for instance in line with an Education and Health Care Plan
or is a Child in Care with no school place referred through the In Year Fair Access
Panel (IYFAP). The framework does not include temporary placements for students
awaiting a placement at specialist provision.
Using the AP Directory
Alternative Provision
Halton defines AP as supervised provision as part of a pupil’s regular timetable, away
from the main school site and not led by school staff. AP can be used to prevent
exclusions, provide an additional curriculum element or to re-engage students in their
education. Pupils on an AP programme must receive a full-time timetable overall and
English and maths must be an element of their provision.
Providers are not ranked in this directory.
Schools may use the directory to choose a provider which offer the type of provision
sought and seek the details on relevant pages. Schools may access any of the
provision through a referral to the Bridge School’s Engagement Service using the
referral form in this directory. Types of provision made are also clearly shown in the
banner at the top of each provider’s page.
Please use the model referral form, as shown in the directory.
Details of the Types of Provision on offer
In line with the AP Strategic Review the AP Directory is designed to support the
delivery of the following provision and interventions at each of the key stages:
1. Full Time provision KS3:
KS3 –The focus will be to ensure students stay on track with their learning and if
appropriate sustain a new mainstream placement. It will include packages
delivered by a sole provider (The Bridge) and packages delivered by 2 or more
providers in order to meet individual needs. Thorough diagnostic and holistic
assessments will identify any additional needs and inform the Learner Passport.
The programme offers a core National Curriculum element to cover English and
maths, ICT and science, PSHE, Food Technology, PE, Art, music and
humanities. Targeted and interventions to address personal, social and emotional
development and an integration programme will support transition.
2. Full Time provision KS4:
KS4 - This is designed to provide alternative education for students excluded
from mainstream school and those entering through IYFAP. Its focus is to provide
alternative education, securing appropriate learning experiences and
qualifications for individual students to ensure progression at post‐16 into
education, employment and training. It will include packages delivered by a sole
provider (The Bridge) and packages delivered by 2 or more providers in order to
meet individual needs. The programme offers core subjects – English, maths up
to GCSE. Other curriculum options include ICT, Science, PSHE, Art, outdoor
education/PE, sports leadership, dance and drama – up to GCSE. Vocational
options include child care, trade multi-skills – plastering, plumbing, painting and
decorating, joinery, tiling and electrical skills. up to GCSE level. Targeted and
interventions to address personal, social and emotional development will support
transition to the next stage of learning.
3. Full Time Revolving Door provision KS3/KS4;
‘Revolving door’ packages are provided for children and young people for a fixed
period of time only, with the fundamental aim of securing access to mainstream
provision either through re‐integration into the existing school or transition to a
new school or special school. A comprehensive “Learner Passport” will be
produced to support transition.
Provision is only for up to 12 weeks and places are limited. Full‐time education is
defined as: 25 hours. The programme includes core subjects – English, maths,
ICT, Science and any other subject. The mainstream must provide the curriculum
resources to ensure the student is in receipt of their education entitlement.
Targeted interventions to address personal, social and emotional development
will support transition and reintegration. Thorough diagnostic and holistic
assessments will identify any additional needs and inform the Learner Passport.
This will support a successful transition and provide the mainstream school with
strategies and effective professional links.
Part‐time engagement in such provision will only be in place as a short‐term
transition arrangement or where full‐time learning is not appropriate due to
medical condition or special educational needs.
Support can be offered for a fixed term exclusion, over 5 days but not exceeding
45 days. Negotiated on a case by case basis.
4. Part Time Engagement provision KS3:
These are ‘bespoke’ programmes to be delivered for the purposes of preventing
exclusion of individual or groups of children and young people on a fixed‐term or
permanent basis. Programmes will vary in length, according to the needs of the
individual or group and the agreement between provider referrer.
A short-term (up to 12 weeks) part time programme for students showing signs of
disengagement and who would benefit from an intensive support package to
support a full reintegration to mainstream and avoid exclusion. The bespoke early
intervention programme will take place in the mainstream setting however the
student will continue to access English and maths. Thorough diagnostic and
holistic assessments will identify any additional needs and inform Learner
Passport. Access to these places is limited and will be at the discretion of The
Bridge School Head Teacher.
5. Part Time Engagement Programme provision KS4:
A part-time programme for students showing disaffection and who would benefit
from a support package to ensure they are able to progress to the next stage of
their learning. The programme includes a core offer of English and maths,
vocational options and personal and social development. Vocational options
include child care, trade multi-skills – plastering, plumbing, painting and
decorating, joinery, tiling and electrical skills. All students will benefit from the
support of a Key Worker. This will include the initial point of contact for school and
family. They will liaise will all relevant agencies and teams and through the
diagnostic and holistic assessment will commence the Learner Passport. An
individual timetable will be co-ordinated, facilitate targeted interventions. This is
supported by a targeted action plan. Any school absence will be recognised early
through our robust attendance monitoring and a urgent action plan will be
instigated to address the root causes. Links with EWO, family and other agencies
will be developed and in order to promote good attendance. Monitoring and
review of students’ progress against a set of performance indicators (attendance,
behaviour for learning, achievement) will be completed every half term. This is
reported via the Learner Passport and shared with student, family, school, and
The Bridge SLT and Management Committee. Transition support will be planned
early on and the Key Worker will be critical to this success by the use of the
Learner Passport and strategies developed. Where a student has a multi-agency
plan the Key Worker will attend meetings as appropriate and liaise with Lead
Professionals where a CAF is in place. They will provide a cohort report for all
students accessing AP through the Engagement Service to the AP Strategy
Group, termly. Key Workers deliver a range of interventions and programmes that
include; emotional regulation, drug and alcohol awareness, relationships, selfesteem and self-confidence. When they are unable to respond to a particular
need they will refer to an appropriate service. The Key Worker will also monitor
that students are in receipt of their full educational entitlement.
6. Preventative/outreach Programmes KS3:
These programmes are currently under development.
7. The Learner Passport
The Learner Passport is a concise user-friendly document that contains key
information regarding a student’s individual needs and the development of these
needs over time. It contains key detail regarding all the support provided by a
range of agencies and stakeholders. It contains relevant targets, progress
towards these targets and future objectives. The document is transferable and
can be used by all partners.
8. School Statutory Obligations
This AP Directory does not remove or affect any of the statutory obligations and
duties upon schools in relation to the provision of education or the exclusion of
children and young people from school. Further, it does not affect the agreed
practice in relation to this activity locally. Any child or young person placed by a
school in alternative education provision, either full or part‐time, remains on the
roll of their school and responsibility for delivering the full‐time statutory education
offer and all other duties in respect of that child remains with the school. Where a
child or group of children are engaged in a preventative programme, whether on
or off‐site, they remain the responsibility of the school.
Specifically, the commissioning school remains responsible for the monitoring
and tracking of progress of individual children and young people and confirming
that the provision given is of good quality, value for money and meets the
student’s needs. Provision accessed through The Bridge School Engagement
Service will be formalised through a Service Level Agreement (SLA) that includes
a Quality Assurance Framework.
Provision accessed from providers, listed in the directory, outside of this
service level agreement will not include any such assurances and the
school remain solely responsible for ensuring the provision is of a required
standard, appropriate for student needs in line with safeguarding guidelines
and provides good value for money and positive outcomes for students.
If schools or academies purchase alternative educational provision from
providers not listed in this directory the referring school must ensure the
provision meets required standards and that appropriate contracting
arrangements are in place.
Alternative
Provision by
Provider
Full Time
Programmes
√
Full Time Revolving
Door Programmes
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Part Time Revolving
Doors Programmes
√
Preventative/Outreach
Programmes
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Provider Name and Details
The Bridge School, Chadwick Rd, Astmoor, Runcorn, Cheshire, WA& 1PW
Telephone; 01928 581301
Contact – Head Teacher – Nigel Hunt
Email; head.thebridge@halton.gov.uk
OFSTED Registration; YES. URN 134321
Service:
The Bridge School is a Student Referral Unit for Halton and supports KS3 and KS4 students who; are
excluded from mainstream, at risk of exclusion, require preventative support or transition support to
facilitate reintegration into mainstream or access a new school place.
1.
Full Time Programmes – KS3
The Bridge school offers individual full-time learning programmes for KS3 students who have
been excluded from mainstream school. The programmes include English and maths up to
GCSE. All programmes incorporate aspects of personal and social development.
Core Offer; Subjects – Maths, English, Science, Art ICT, PSHE etc.
Options: A reintegration programme will be offered to support transition back into a mainstream
placement if appropriate.
Academic level – entry level to GCSE.
2.
Full Time Programmes – KS4
The Bridge school offers individual full-time learning programmes for KS4 students who have
been excluded from mainstream school. The programmes include English and maths up to
GCSE. All programmes incorporate aspects of personal and social development.
Core Offer; Subjects – maths, English, ICT, Science, Art, PSHE etc. A reintegration programme
will be offered to support transition back into a mainstream placement if appropriate.
Options: A range of vocational options that include: child care, trade multi-skills – plastering,
plumbing, painting and decorating, joinery, tiling and electrical skills.
Academic level – entry level to GCSE.
Delivery Location:
The Bridge School, Chadwick Rd, Astmoor, Runcorn, Cheshire, WA7 1PW
Service Details
Staff ratio/group sizes; classroom 2:8 with additional key worker support.
Hours per week – KS3 = 25 hours, KS4 = 25 hours
Student profile – KS3 & KS4
Children in Care – yes
SEN – yes (BESD) NO – (VI, HI, PD, ASD)
Weeks per year – full time, up to 39 weeks per year
3.
Full Time Revolving Door Programmes – KS3/KS4
The Bridge School offers a short term programme for those students who have been excluded or
at significant risk of exclusion from mainstream school. Comprehensive assessments are
conducted and a final “Learner Passport” is produced. A reintegration programme will be offered
to support transition back into a mainstream placement. This programme will also support those
learners on a fixed-term exclusion over 5 days (not exceeding 45 days) to successfully reintegrate
back. Places will be limited depending on capacity to deliver.
Core Offer: Subjects – Maths, English, ICT, Science, Art, PSHE etc.
Options: A reintegration programme will be offered to support transition back into a mainstream
placement if appropriate.
Academic level – entry level to GCSE.
Delivery Location:
The Bridge School, Chadwick Rd, Astmoor, Runcorn, Cheshire, WA7 1PW
Some delivery will be at other provider’s premises.
Service Details
Staff ratio/group sizes classroom 2:8 with additional key worker support.
Hours per week – KS3 = 25 hours, KS4 = 25 hours
Student profile – KS3 & KS4
Children in Care – yes
SEN – yes (BESD) N0 – (VI, HI, PD, ASD)
Weeks per year – full time, up to 12 weeks
4.
Part Time Engagement Programmes – KS3
The Bridge School offers a short-term (up to 12 weeks) part time programme for those students
who are showing signs of disaffection and would benefit from an intensive support package in
order to fully reintegrate them into their mainstream placement. This arrangement requires the
student to attend their mainstream placement for the remainder of the week to ensure they
receive a full time education package.
Core Offer: Subjects – ICT, Art, PSHE, sport etc.
Options: A reintegration programme will be offered to support transition back into a mainstream
placement if appropriate
Academic level – entry level to GCSE.
5. Part Time Engagement Programmes – KS4
The Bridge School offers a part time programme for those students who are showing signs of
disaffection and would benefit from an intensive support package in order to fully prepare for their
next stage of learning. This arrangement requires the student to attend their mainstream
placement for part of the school week to ensure they receive a full time education package.
Curriculum Offer: Subjects – Maths, English, ICT, Art, PSHE, sport etc.
Options; A range of vocational programmes including child care, trade multi-skills –
plastering, plumbing, painting and decorating, joinery, tiling and electrical skills.
Academic level – entry level to GCSE.
Delivery Location:
The Bridge School, Chadwick Rd, Astmoor, Runcorn, Cheshire, WA& 1PW
Some delivery will be at other provider’s premises.
Service Details
Staff ratio/group sizes classroom 2:8 with additional key worker support.
Hours per week – KS3 = x hours, KS4 = x hours. In partnership with mainstream
school.
Student profile – KS3 & KS4
Children in Care – yes
SEN – yes (BESD) N0 – (VI, HI, PD, ASD)
Weeks per year – KS3 part-time, up to 12 weeks. KS4 part time, up to all year.
6.
Preventative/Outreach Programmes – KS3
The Bridge School offers a preventative programme on a part-time basis for students who are
displaying challenging behaviour, have difficulties with emotional resilience, are experiencing
complex social and family difficulties and as a result are disengaging from learning.
Curriculum Offer: Students will continue their mainstream curriculum offer to ensure they receive
full entitlement. Support will be planned on a case by case basis. The focus will be on developing
the relevant skills, personal, social and emotional, to sustain their mainstream placement.
Academic level – entry level to GCSE.
Delivery Location:
In mainstream school setting
Service Details
Staff ratio/group sizes classroom 2:8 with additional key worker support.
Hours per week – In agreement with mainstream school.
Student profile – KS3 & KS4
Children in Care – yes
SEN – yes (BESD) N0 – (VI, HI, PD, ASD)
Weeks per year – part time, up to 6 weeks.
Full Time
Programmes
Full Time Revolving
Door Programmes
Part Time/ Revolving
Doors Programmes
√
Preventative/Outreach
Programmes
Provider Name and Details
SALT, Grangeway Community Hub, Runcorn, Cheshire, WA7 5HA
Telephone; 07919 541271
Contact – Centre Manager – Steve Wilson
Email; s.wilson@salteducation.com
OFSTED Registration; NO
Service:
SALT is a Halton based alternative education provider who works with local High Schools and The
Bridge School to deliver both functional skills and vocational qualifications to students who have either
been excluded from a mainstream school or who are at risk of exclusion and would benefit from an
alternative curriculum package. SALT work with students on a part time basis – usually between 2 and
4 days per week offering a bespoke package of education to include subjects detailed below.
Part Time Vocational Programmes – KS3 and KS4
SALT offers individual vocational learning programmes for KS3 and KS4 students who have been
excluded from mainstream school or are at risk of exclusion from mainstream school. Programmes of
study include core subjects and vocayional options as well as incorporating aspects of personal and
social development and enrichment options.
Core Offer: Subjects – English, Maths and ICT – Functional Skills Entry level to Level 2.
BTEC Sport and Active Leisure – up to extended level 2
BTEC Dance - up to extended level 2
BTEC Childcare - up to extended level 2
Academic level – entry level to Level 2
Delivery Location: SALT, Grangeway Community Hub, Runcorn, Cheshire, WA7 5HA
Service Details
Staff ratio/group sizes 2 staff to maximum of 12 students in each subject group
Hours per week – up to 15 hours
Student profile – KS3 & KS4
Children in Care – yes
SEN – yes (BESD) N0 – (VI, HI, PD, ASD)
Weeks per year – part time, up to 39 weeks per year
Full Time
Programmes
Full Time Revolving
Door Programmes
Part Time/ Revolving
Doors Programmes
√
Preventative/Outreach
Programmes
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Provider Name and Details
National Teaching & Advisory Service, Dean Row Court, Summerfield Village Centre, Dean Row
Rd, Wilmslow, Cheshire, SK9 2TB
Telephone; 0845 373 6886/07790 618962
Contact – National Development Manager - Angela Highley
Email; angela.highly@ntas.org.uk
OFSTED Registration; NO
Service:
NT&AS delivers individual specialist education programmes of support and pride ourselves in providing
bespoke, quality, creative education packages
We work nationally with young people who are facing difficulty in accessing education.
Our service is built on listening to young people and their families
We have extensive experience of working with professionals in education, health and social care and
provide advisory support to help young people progress.
We are an independent company with a strong customer focus and commitment to quality.
We work with;
• Children out of school
• Children in Care
• Children in school who require additional specialist support
• Children who are underachieving
• Children who require managed and supported transfers/transition
• Children who are unable to access or maintain mainstream school
• Children and young people with special educational needs
Part Time Programmes – KS3 and KS4
NTAS offers individual learning programmes for KS3 and KS4 students who have been excluded from
mainstream school or are at risk of exclusion from mainstream school. They also support students with
transition back into mainstream high school after a period of exclusion.
Programmes of study include core subjects and other GCSE options as well as offering intensive
literacy and numeracy support for students with identified SEN. In addition to this, NT&AS offer a
transition programme ‘Moving On’ in order to support students with transition back in to a mainstream
education environment.
Core Offer: Subjects – English, Maths, Science and ICT
Other curriculum subjects
Transition programme – Moving On
Specialist intensive Literacy and Numeracy support
Academic level – up to GCSE
Delivery Location:
Local venue to be agreed
Service Details
Staff ratio/group sizes 1-1 tuition
Hours per week – usually 3 hour teaching blocks although bespoke to student
Student profile – KS3 & KS4
Children in Care – yes
SEN – yes (BESD) Yes – (VI, HI, PD, ASD)
Weeks per year – part time, up to 39 weeks per year
Full Time
Programmes
Full Time Revolving
Door Programmes
Part Time/ Revolving
Doors Programmes
√
Preventative/Outreach
Programmes
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Provider Name and Details
Core Assets Children's Services
Malvern View, Saxon Business Park, Hanbury Road, Stoke Prior, Bromsgrove, Worcestershire,
B60 4AD
Telephone; 01925 846190
Contact – Area Director – Sarah Dimmelow
Email; Sarah.Dimmelow@coreassets.com
OFSTED Registration; NO
Service:
We are a nationally-recognised leader of excellent children’s services. We are committed to delivering
quality services that support all service users to achieve sustainable outcomes. Through working
together with our customers, schools, partner agencies, parents/carers and children and young people,
our services meet both the social care and educational needs of children and their families.
Working in partnership with local authorities throughout the UK, our services are designed to be
flexible to maintain the ethos of a truly child-centred organisation. Our multidisciplinary team of
teachers, education officers, social workers, family support staff and therapists have the skills and
experience to address each child’s individual needs.
In delivering our Core Pathways tailored personal support programme, we work in partnership with
schools of all ages, denominations and type to identify and support students and families who require
targeted interventions to improve school attendance, transition and attainment. Our approach is to
work in partnership with the schools and stakeholders to ensure that school/academy staff, parents
and children can access what they need, when they need it.
Part Time Programmes – KS3 and KS4
Core Assets offers individual learning programmes for KS3 and KS4 students who have been excluded
from mainstream school or are at risk of exclusion from mainstream school.
Individual bespoke pathways will be agreed for students in order to address personal and family issues
that may have an impact on their education.
Core Offer: Bespoke Personal and Social Development, Family Support and Liaison, Re engagement
to education.
Academic level – N/A
Delivery Location:
Local venue to be agreed
Service Details
Staff ratio/group sizes 1-1 support, support in the family home
Hours per week – usually 2/3 hour sessions although bespoke to student
Student profile – KS3 & KS4
Children in Care – yes
SEN – yes (BESD) Yes – (VI, HI, PD, ASD)
Weeks per year – part time, up to 39 weeks per year
Full Time
Programmes
Full Time Revolving
Door Programmes
Part Time /Revolving
Doors Programmes
√
Preventative/Outreach
Programmes
Provider Name and Details
Sport Works Merseyside Ltd, 17 Brookfield Lane, Aughton, Ormskirk, Lancashire, L39 6SN
Telephone; 01695 227803/07824 096529
Contact –Director – James Crowley
Email; james@sportworksltd.co.uk
OFSTED Registration; NO
Service:
We want all people to be healthy and achieve at school, work and in life. We believe that by providing
opportunities for enhancing emotional and physical health and well-being, we will improve long term
health, reduce health inequalities, increase social inclusion, reduce preventable illness and raise
achievement for all.
We aim to provide an inspirational service with a significant and positive impact on our service users,
regardless of ability or background. To be regarded by our clients and stakeholders as a leading
provider of sport, exercise and health related services within the UK.
Part Time Programmes – KS3 and KS4
Sport Works Merseyside Ltd delivers a range of sport, exercise and educational programmes.
Our high quality Sports Education and Coaching programmes are specifically designed to improve
health, wellbeing and performance across all members of society.
The Aspire Programme is an educational programme specifically designed to engage disaffected
individuals into a positive learning environment using the power of sport.
The programme consists of the delivery of accredited and non-accredited educational programmes for
disengaged students.
Delivery takes place during school hours either for half or full days and the programme is delivered by
experienced and accredited tutors based upon a suggested staff to student ratio of 1:5.
A typical programme uses sport as a vocational method for engaging learners and increasing
confidence and communication, team working and organisational skills.
Core Offer;
EdExcel BTEC Level 1 Certificate in Sport and Active Leisure
ASDAN Certificate in Personal and Social Development
Sports Leaders UK Level 1/2 Certificate in Sports Leadership
Sports Leaders UK Level 1/2 Certificate in Dance Leadership
Academic level – up to Level 2
Delivery Location:
Local venue to be agreed
Service Details
Staff ratio/group sizes 1 staff to maximum 6 students
Hours per week –1 to 2 days per week – 5 hours per day
Student profile – KS3 & KS4
Children in Care – yes
SEN – yes (BESD) No – (VI, HI, PD, ASD)
Weeks per year – part time, up to 39 weeks per year
Full Time
Programmes
Full Time Revolving
Door Programmes
Part Time /Revolving
Doors Programmes
√
Preventative/Outreach
Programmes
Provider Name and Details
Construction Youth Trust, Ducie House, Unit 229, 2nd Floor, 37 Ducie Street, Manchester, M1 2JW
Telephone; 0161 236 6417/07956 554141
Contact –– Stuart Hamilton – North West and Yorkshire Manager
Email; stuart.hamilton@cytrust.org.uk
OFSTED Registration; NO
Service:
Construction Youth Trust delivers a ‘Mobile Classroom’ project that aims to engage young people in
vocational qualifications in building and construction.
The Trust’s focus is on working in communities of greatest need, where young people face barriers
that prevent them from unlocking their potential, for example, financial circumstances, lack of
awareness of opportunities, low self-esteem, gender or ethnicity.
Part Time Programmes – KS3 and KS4
The taught practical skills offered by the mobile classroom act as a springboard for engagement and
further progression. Young people will be exposed to areas of construction they may not have
previously known about or considered and will be able to align themselves with demand-led skill-sets.
The focus on traditional trades aims to whet the appetite and encourage exploration of wider
construction related disciplines.
Tailored Courses
Sessions can be delivered to up to 8 young people at a time and training can take place either inside a
community venue or weather permitting, under an awning outdoors.
Training can be delivered one day a week for eight weeks or embedded into work schedules based on
the needs of the group. Sessions can combine practical work in carpentry, painting and decorating,
tiling and plumbing with site visits, work experience placements, e-learning and soft skills training.
Following each session participants will be given homework to embed the day’s learning, for example,
researching contractors in their area or completing Health & Safety questionnaires
Core Offer;
NOCN Entry 3 in Building Construction Skills
NOCN Level 1 in specific construction subjects – such as Plastering, Painting and
Decorating, Plumbing
Academic level – up to Level 1
Delivery Location:
Local venue to be agreed
Service Details
Staff ratio/group sizes 1 staff to maximum 8 students
Hours per week –1 to 2 days per week – 5 hours per day
Student profile – KS3 & KS4
Children in Care – yes
SEN – yes (BESD) No – (VI, HI, PD, ASD)
Weeks per year – part time, up to 39 weeks per year
Full Time
Programmes
Full Time Revolving
Door Programmes
Part Time /Revolving
Doors Programmes
√
Preventative/Outreach
Programmes
Provider Name and Details
Springboard Education, Spring House, Spring Street, Widnes WA8 0NL
Telephone; 0151 378 1712
Mob; 07738 626 891
Contact –– Centre Manager – Sue Delves
Email; sue@springboardeducationltd.co.uk
OFSTED Registration; NO
Service:
SPRINGBOARD EDUCATION is a newly formed company based in Widnes and covering the
Halton area of Merseyside. We are an alternative education provider who works with The
Bridge School and local High Schools. We provide a caring and nurturing environment at our
bright and modern detached premises. Our aim is to provide a holistic approach to educating
young people which includes high quality education together with an emphasis on healthy
living and emotional wellbeing. We can offer bespoke programmes to suit individuals and help
them to re-engage with learning.
Part Time Programmes – KS3 and KS4
We offer functional skills, vocational courses and core subjects up to GCSE level.
Tailored Courses
Core Offer;
Functional Skills – English, Maths, ICT and Science,
from Entry 1 to Level 2
Employability
Health & Beauty – such as nail art, hair styling, shoulder and neck massage and
makeup
Cookery – linked to social skills, PSHE and Science
Music – from taster sessions to Level 2 courses in producing music, DJ skills, playing
in your own band or recording your own music
(courses are accredited through Rock School)
GCSE – English, Maths, ICT and Science
GYM – bespoke programmes available for all fitness levels and needs
PSHE – covering all topics in collaboration with Halton Healthy Living Team
Academic level – Up to GCSE
Delivery Location: Spring House, Spring Street, Widnes WA8 0NL
Service Details
Staff ratio/group sizes 2 staff to a maximum of 12 pupils in each subject group
Hours per week – up to 25 hours
Pupil profile – KS3 & KS4
Children in Care – yes
SEN –(BESD) – (VI, HI, PD, ASD)
Weeks per year – part time, up to 39 weeks per year
Full Time
Programmes
√
Full Time Revolving
Door Programmes
√
Part Time/ Revolving
Doors Programmes
Preventative/Outreach
Programmes
√
Provider Name and Details
Halton Borough Council Attendance and Behaviour Service, 3 rd Floor, Rutland House, Halton
Lea, Halton. WA7 2GW
Telephone; 0151 511 7294
Contact – Principal Education Welfare Officer
Email; susan.graham@halton.gov.uk
OFSTED Registration; No
Service*:
The Attendance and Behaviour Service provides a tuition service to children and young people who
are unable to access education in the usual way due to either emotional health and wellbeing issues or
physical illness which has been assessed by a relevant medical consultant as preventing the child or
young person from attending school regularly. The tuition service is also available to children and
young people who have been permanently excluded from school, and alternative educational provision
has not been identified. Or to pupils not on a school roll pending the identification of a suitable school
place.
Tuition is delivered by Halton Borough Council tutors or Nisai on-line learning or a combination of both
depending on the needs of the child/young person. All Halton Borough tutors are qualified and
experienced teachers that have satisfied Halton Borough Council safer recruitment process. Nisai
learning also employ qualified teachers and are subject to Ofsted inspection as a provider. The tuition
for pupils with medical needs is delivered in partnership with children and young people, schools,
health professionals and any other agencies working with the pupil. The tuition plan is led by the
child/young person’s medical needs and this will determine the number of hours provided to each pupil
and the setting within which the tuition is delivered. Regular reviews are undertaken of pupils
accessing tuition services to ensure that they are making progress in line with their health needs their
predicted outcomes and with their mainstream peers.
For children and young people accessing home tuition pending the identification of a suitable school
place the aim of tuition services would be to provide short term full time education to ensure that the
pupil has access to education pending the identification and allocation of a school place.
Each child/young person has an allocated key worker to ensure that their views are represented as
part of the plan. The tutor and the key worker will work with the child/young person to secure a
successful reintegration into mainstream school when this is appropriate.
*Please note; Access to this service is made directly to Sue Graham (contact details above) and
not via The Bridge School.
Delivery Location:
To be agreed. To include delivery in the family home where appropriate.
Service Details
Staff ratio/group sizes 1-1 support and small group 2:10 (maximum)
Hours per week –bespoke to student
Student profile – KS1, KS2, KS3 & KS4
Children in Care – yes
SEN – yes (BESD) Yes – (VI, HI, PD, ASD)
Weeks per year; full and part time during the academic year, small group no more than 10
hours
Referrals
and
Admissions
HOW REFERRALS ARE MADE
Referrals for provision offered by The Bridge School are received from secondary
schools and LA teams. Apart from a referral following a permanent exclusion the
initial stage in the process is to make direct contact with the Head Teacher at The
Bridge School to discuss the suitability of the referral. Following this an AP Referral
Form must be completed and submitted to initiate the admissions and assessment
process. There must be clear evidence that all avenues have been exhausted with
regards to each student’s individual circumstances. Where indicated, please provide
documentary evidence to support.
Action taken from time of referral
Upon receiving the AP referral form the referrer will receive an acknowledgement and
details of the next steps. The table and flowchart below indicates the actions taken to
commence the process and initiate the students individual Learner Passport.
A Service Level Agreement will then be in place that clearly indicates roles and
responsibilities of all parties involved. There is a copy included in this directory.
Admissions
Circumstances
Type of referral
Student is permanently excluded
Full-time
Long-term or short-term
Student has behavioural issues (including
students at risk of exclusion and those directed
off- site for education to improve their behaviour)
Looked after children without a school place, or at
immediate risk of permanent exclusion
Children whose Elective Home Education has
been failed
Children who are identified as Children Missing
Education
Children considered under the Fair Access
Protocol
Education must start by the sixth day of
permanent exclusion but can start earlier.
Full-time or part-time depending on whether the
student is receiving education elsewhere to make
up to full-time.
Short-term or medium term. Placement cannot
last beyond the end of the academic year in which
it is made and must be reviewed at least every 30
calendar days by the Governing Body of the
referring school.
Full-time
Short-term whilst appropriate mainstream
provision is made
Full-time
Short-term or medium-term
Full-time
Short-term or medium-term
Full-time
Short-term or medium-term
Halton Alternative Provision Referral Routes
Permanent Exclusion &
IYFAP
Engagement
Children in Care
Initial contact with The Bridge School to assess suitability of referral.
The Bridge Referral Form to be completed in full & emailed to HT on day 1 for P/ex and to include all relevant information on
1&2
the exclusion.
1&2
Contact with excluding
school to commence
Learner Passport (LP)*
The Bridge HT decides on
acceptance and contacts
school to commence
Learner Passport
The Bridge HT decides on
acceptance and contacts
VHT & social worker to
commence Learner
Passport
Meet pupil & family – Key
Worker (home visit if
applicable).
Meet pupil & family – Key
Worker (home visit if
applicable). (LP)
Meet pupil & carer – Key
Worker (home visit if
applicable). (LP)
Provide day 6 provision.
Continue LP, commence
assessments and planning.
Agree contract &timetable.
Continue LP, commence
assessments and planning.
Agree contract & timetable
Continue LP, commence
assessments and planning.
Agree contract & timetable
Commence AP programme.
Commence AP programme
Commence AP programme.
All pupils undergo a 6 weekly review to monitor progress against set targets.
Commence reintegration
programme. Refer to IYFAP
panel to support transition
Ongoing monitoring and
review (LP). Reintegrate if
applicable (KS3) – refer to
IYFAP panel to support
transition
Commence reintegration
programme. Refer to IYFAP
panel to support transition
*The Learner Passport is a transferable document that will support progression and/or transition and
reintegration.
Halton Alternative Provision Information
Confidential Referral Form
Important
Please complete all sections and supply supporting evidence
SECTION A
DOCUMENTARY EVIDENCE WILL BE REQUIRED
REASON FOR REFERRAL
Group 1
 The student has had two or more fixed term exclusions Yes/No

The student is demonstrating ongoing disruptive behaviour, which if continues will almost certainly
result in permanent exclusion Yes/No

The student’s attendance is currently less than 50% despite having exhausted all the usual school
and education welfare strategies Yes/No
Group 2
 The student is underachieving Yes/No

Other positive intervention strategies have been tried and had little effect Yes/No

Adaptations to the mainstream curricula and teaching and learning approaches have been
implemented and had little effect Yes/No
Group 3
 The student has been permanently excluded Yes/No
SECTION B
REFERRED BY
CONTACT NAME: …………………………………………………………………………………………..
SCHOOL: …………………………………………………………………………………………
………………………………………………………………………………………………………
TELEPHONE No: …………………………………………
EMAIL ADDRESS: ……………………………………….
REFERRAL DATE: ……………………………………….
SECTION C
STUDENT INFORMATION
SURNAME: ……………………………………………………
FIRST NAME: ……………………………….. MIDDLE NAME: ………………………………
GENDER:
Male □
Female □
UPN: …………………………………………………
DATE OF BIRTH: …… / ……/ … NCY GROUP: …………. KEY STAGE: ………………
Ethnic Origin (please tick one box only)

British
WHB

Indian
AIN

Irish
WHR

Pakistani
APK



Traveller - Irish Heritage
Gypsy/Roma
Any Other White Background
WHT
WRO
WHA


Bangladeshi
Any Other Asian Background.
ABA
AAO

Chinese
CHE




White/Black Caribbean
White/Black African
White/Asian
Any Other Mixed Background
MWB
MBA
MWA
MOT



Any Other Ethnic Group
Refused
Information Not Obtained



Black Caribbean
Black African
Any Other Black Background
BLB
BLF
BLG
OEO
REF
NOT
If Ethnicity is none of those listed – please write exact
ethnic origin:
IS THE STUDENT AN ASLYUM SEEKER Yes
□
No
□
IS THE STUDENT A TRAVELLER
Yes
□
No
□
DO THEY HAVE A PEP
Yes
□ No □
Yes
□
IS THE STUDENT A CHILD IN CARE
(See Below))
No
□
(Personal Education Plan) IF YES, PEP NO: ……………………………………………………………………………
IF APPLICABLE:
CONTACT NAME (Social Worker, YOS Worker):……………………………………………
ADDRESS: ………………………………………………………………………………………....
………………………………………………………………………………………………………..
POST CODE: ………………….
TELEPHONE NUMBER(s):……………………………
Email address:……………………………………………………………………………………...
STUDENT CONTACT DETAILS FOR PARENT / CARER (All future
correspondence will be sent to this address)
SECTION D
TITLE:
Mr □
Mrs □
Ms □
Miss □
please
√
SURNAME: ……………………………………………………………………………………….
FIRST NAME: ……………………………………………………………………………………
ADDRESS:
……………………………………………………………………………………...
……………………………………………………………………………………………………….
POSTCODE: ………………………………… TELEPHONE NUMBER: ………………….
PLEASE STATE THE RELATIONSHIP TO STUDENT:
Parent
□
Foster Parent
□
Guardian (e.g grandparents)
□
□
Step Parent
Other (please specify)
…………………………………
Does the student live with this adult/s? Yes
□
SECTION E
OTHER AGENCIES INVOLVED
Agency
EXCLUSIONS
(If applicable)
Please supply dates and reasons – use DfE
exclusion codes.
Education Welfare Service
Educational Psychology Service
Health Authority
Social Services
Youth Offending Service
Other: Please Define
No
□
□
(Please
tick)
(Please
tick)
Yes
No
Contact Person/and outcomes (Please
attach separate report/summary where
appropriate)
SECTION F
STUDENT EDUCATION PROFILE
Can you tick the appropriate box below to show the student’s attendance this academic year
0% - 50%
50% - 75%
75% - 90%
90% - 100%
Provide details of your interventions to improve attendance: ……………………………………………………
…………………………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………………………………..
SECTION G
ATTAINMENT/EXPECTED GRADES
National Curriculum
Attainment Levels.
Or, Expected Grades
Subjects/Exam Board
SECTION H
SEX EDUCATION Yes/No
PSHE PROGRAMME
CAREERS EDUCATION Yes/No
DRUGS EDUCATION Yes/No
ATTITUDE TO SCHOOL: ……………………………………………………………………………………
……………………………………………………………………………………………………………………
ATTITUDE TO ADULTS/TEACHERS: ……………………………………………………………………..
……………………………………………………………………………………………………………………
ATTITUDE TO PEERS: ………………………………………………………………………………………
……………………………………………………………………………………………………………………
RELATIONSHIPS: ……………………………………………………………………………………………
……………………………………………………………………………………………………………………
SUCCESSES / POSITIVES: …………………………………………………………………………………
……………………………………………………………………………………………………………………
ADDITIONAL INFORMATION
SECTION I
Specific Factors Identified As Contributing To Current Status
………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
SECTION J
MAIN BEHAVIOURS CAUSING CONCERN (if yes, please attach
additional information as necessary)
Constant refusal to confirm to school rules
Yes
□
No
□
Consistent low levels of disruption in lessons
Yes
□
No
□
Disruptive behaviour around school
Yes
□
No
□
Negative responses to teacher challenge
Yes
□
No
□
No
□
Work Avoidance
Yes
□
Physically / verbally abusive to peers
Yes
□
No
□
Physically / verbally abusive to teachers
Yes
□
No
□
Problems with bullying Physical / verbal
Yes
□
No
□
External Factors limiting achievement
Yes
□
No
□
No
□
Low aspirations
Yes
□
Complex support needs e.g. ADHD,
Asperger’s etc.
Yes
□
No
Low self-esteem & self-confidence
□
Yes
□
No
□
SCHOOL STRATEGIES USED
SECTION K
Support from
tutor
Yes
□
No
□
Learning
Mentor
School Report
Yes
□
No
□
No
□
Placement at in-school unit
Yes
□
No
□
Peer Mentor
Yes
□
No
□
Yes
□
Individual reward programme
Yes
□
No
□
Family
Involvement
Yes
□
No
□
SECTION L
SEN INFORMATION
SPECIAL EDUCATIONAL NEEDS (S.E.N)
Yes □
No □
SUPPORT PLANS:
Does the student have a Pastoral Support Programme (PSP)?
If yes, please attach a copy of the PSP
Yes
□
No □
(Please tick)
Does the student have an Individual Education Plan (IEP)?
If yes, please attach a copy of the IEP
Yes
□
No □
(Please tick)
SEN CODES
Copies must be attached of most recent IEP/IBP and Review or EHCP
No Special
Provision
School SEN Support
Enhanced Provision
Statutory
Assessment
EHCP
IN THE APPROPRIATE COLUMN
PLEASE GIVE THE DATE THE STUDENT BEGAN AT THAT LEVEL
Current level
of support
Communication &
interaction
Cognition
& learning
Social, mental &
emotional
health
Sensory and/or
physical
School SEN
Support
Statutory
Assessment
initiated
EHCP
Date of next review:
Is the student attending full time?
Yes / No (If yes, please give details)
SAFEGUARDING
SECTION M
Is the student currently working with any other agencies to access support with safeguarding
issues? Yes
□
No
□
Does the student have any caring responsibilities?
Yes
□
No
□
Does the student feel safe from harm?
Yes
□
No
□
No
□
Is there a current CAF in place?
Yes
□
Contact with Students/Carers/Parents and Views where known
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
PARENT/CARER AGREEMENT
I confirm that I agree as the parent/carer of the student named on this referral form to his/her
education involving Alternative Provision and to placements on alternative
curriculum/qualifications being provided by the Bridge School.
Name of Student
Name of Parent/Carer
Signature of Parent/Carer
PLEASE RETURN THIS FORM IMMEDIATELY
For the attention of:
Nigel Hunt
Head Teacher
The Bridge School
Chadwick Road
Astmoor
Runcorn
WA7 1PW
Telephone:
01928 581 301
Email:
head.thebridge@halton.gov.uk
Documents / Evidence attached*
Yes / No
*Please note – incomplete forms and insufficient supporting information will delay the
referral process. Please provide as much information as possible.
Halton Alternative Provision Service Level Agreement
Ensure all staff are aware of their roles and
responsibilities
Plan programmes of AP to meet student’s needs
Arrange for student and parent/carers to access
information about AP courses
Make arrangements for students to access AP courses
Provide contact details (e.g. emergency) to AP provider
Provide details of any SEND or medical conditions on
referral
Provide INSET dates on referral
Provide relevant induction for students
Arrange induction to AP courses including timetables,
H&S, transport etc.
Sign student agreement
Sign parent/carer agreement
Carry out attendance monitoring as per agreed
procedure
Carry out Cause for Concern procedures as per agreed
procedures
Organise half- termly review procedures
Follow H&S procedures as per the SLA
Monitor and evaluate quality of provision
Parent/
carer
Student
The Bridge
School
Activity
Provider
Checklist for roles and responsibilities
Service Level Agreement
This SLA is between:
The Bridge School and
School name: _________________________
For the delivery of Alternative Provision (AP)
The Bridge School will:
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Ensure all elements of this SLA are implemented.
Work collaboratively with all Halton schools and other stakeholders to plan appropriate
AP programmes for students
Comply with the terms of the Signed SLA.
Maintain their “Duty of Care” for all students and adhere to relevant legislation.
Conduct all the appropriate Quality Assurance (QA) activities as per the Halton AP QA
cycle.
Ensure all students are adequately covered by Public Liability Insurance (£10 million)
whilst they are accessing AP programmes.
Identify any additional costs that may occur as part of the programme and liaise with the
school and parents/carers.
Provide a named contact to discuss any emerging/on-going issues between
student/parent-carer/provider/school.
Provide a comprehensive referral pack to ensure student needs are met.
Liaise with any AP learning provider over the provision of an appropriate student
induction.
Produce an individual student plan with identified targets
Ensure a regular schedule of review visits are agreed with the AP learning provider
Review and monitor student’s progress on a regular basis and produce at least halftermly and annual reports to parents
Monitor progress and reports to ensure the programme continues to be appropriate
Inform the school of any incidents/accidents as soon as practicably possible and always
on the day they occur
Work collaboratively with provider and school regarding exclusions, ensuring National
Exclusion Regulations are adhered to at all times
Ensure any Safeguarding concerns are shared on the same day and the school is
informed immediately.
Make appropriate arrangements for external accreditation, where applicable.
Provide accurate and up-to-date attendance information; attendance registers per
session/day, termly attendance figures/targets, rewards etc.
Provide timely absence reporting – on the same day of absence, to the school. All
commissioned providers are required to undertake 1st day contact and liaise on the
same day with The Bridge.
Work with school/provider and EWS to address school absence
School name will:
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Ensure all elements of this SLA are implemented
Work collaboratively with The Bridge School and other stakeholders to plan appropriate
AP programmes for students
Maintain their “Duty of Care” for all students and adhere to relevant legislation.
Retain responsibility for monitoring student attendance in the school’s register. The
school’s EWO will monitor registers and carry out any necessary interventions to reduce
any absence.
Act in the best interest of students at all times.
Comply with the terms of the Signed SLA
Provide a named school AP Lead member of staff who will liaise on behalf of the
student’s programme
Provide on referral the required level and amount of information as per the required
Referral Form.
Supply all information relating to any SEND support within agreed timescales.
Meet with and obtain consent from parents/carers to access the AP programme
Liaise with The Bridge/AP provider to review and monitor student’s progress and to
produce regular reports to parents/carers
Work with The Bridge/AP provider to resolve any student disciplinary issues
Work with The Bridge/AP provider to ensure the student receives sufficient support to
address any additional needs and are not disadvantaged by attending an AP
programme
Work with The Bridge/AP provider to maximise retention rates
Ensure the student has all the required equipment/clothing to undertake activities in the
AP programme.
Deal with any issues arising in a prompt manner, with the aim of avoiding escalation
Work collaboratively with provider and The Bridge regarding exclusions, ensuring
National Exclusion Regulations are adhered to at all times
Agree all travel arrangements and costs to be paid for by the school.
Termination and disputes
The SLA and associated costs will be reviewed on an annual basis when both parties work
together to agree a plan for the following year.
If any dispute arises, in relation to this Service Level Agreement, the dispute in the first
instance will be considered in discussions involving the Head Teacher at The Bridge School
and the named AP contact (or HT) in the school. Both parties reserve the right to decline the
renewal of the SLA or terminate the SLA.
The Bridge School will facilitate the following timetable for (INSERT STUDENT NAME);
Monday
Tuesday
Wednesday
Thursday
Friday
The cost of the above timetable is:
(X) days Alterative Provision at (INSERT PROVIDER NAME)
(X) days/hours of bespoke personal learning plan
£65 per day
£TBC per day
TOTAL COST PER WEEK
£
This SLA will be reviewed on (INSERT DATE) in terms of student need, attendance levels
and progress.
This agreement was agreed on _______________ 201_ between:
The Bridge School Head Teacher
Name:
________________________
Signature:
________________________
School Head Teacher
School:
________________________
Name:
________________________
Quality
Assurance
QUALITY ASSURANCE
OFSTED’s three-year survey on Alternative Provision (July 2014) identified that when
schools and Local Authorities worked in partnership to monitor Alternative Provision there
was a shared approach to ensuring a high standard of delivery. Schools were able to build
on the local authority’s information but still took full responsibility for sending students to AP
placements. The full report can be accessed here Ofsted Alternative provision - a report on
the findings from the first year of a three-year survey
The providers in the Halton Alternative Providers Directory have been awarded the
permission to deliver alternative education to students at both key stage 3 and 4 and who
are:
 Permanently Excluded from school; or
 Excluded from school on a fixed term basis; or
 At serious risk of disengaging from mainstream education and/or being excluded from
school; or
 Require additional support during a negotiated transition into or transfer between
schools.
As part of the required procurement process the providers are required to produce the
following evidence:
 OFSTED registration as a school, if applicable
 Appropriate governance and finance arrangements are in place. To include:
o staff recruitment processes including vetting and barring and references
o adequate financial accounts and monitoring
o adequate levels of Insurance
o compliance with Health and Safety laws and detail of any claims
o compliance with Data Protection and detail of any Freedom of Information requests.

The following policies and procedures are adequate and validated:
Safeguarding Policy
Behaviour Policy
Single Central Record
Internal/External Moderation
School Attendance
Staff CPD & Performance Management
Internal quality assurance
Self-Evaluation Framework
Equal Opportunities Policy
Health and Safety Policy
Complaints Policy
Information Sharing Policy
SEND Policy
Staff Sustainability and Planning
Anti-Bullying Policy
Monitoring of Teaching and Learning
The Bridge School will undertake an annual Quality Assurance (QA) Cycle with providers in
the directory. Schools accessing this provision via The Bridge School Engagement Service
will benefit from this comprehensive QA Framework. Schools accessing provision direct with
providers in this directory and with any providers not listed will be required to make their own
QA arrangements as would be expected and to ensure that all regulatory and statutory
duties are in place.
The Bridge School’s QA framework will be focussed on; contract compliance, delivery of AP
programmes to students, outcomes for students referred against a set of criteria and
provider’s performance alongside the *OFSTED Inspection Framework (Section 5). This QA
Cycle will involve a number of activities, including:







Compliance with appropriate procurement/commissioning procedures
Scrutiny of relevant policies and documents
Visits to delivery premises
Regular reviews of student’s progress
Quarterly meetings to assess performance against OFSTED Framework
Lesson observations and feedback
Student book look/work trawl
*OFSTED Inspection Framework – the basis of on-going quality assurance of providers will
be driven and informed by the evaluation framework. This framework has 4 key aspects:
1. The achievement of students
2. The behaviour and safety of students
3. The quality of leadership in, and management of the school
4. The quality of teaching
The full evaluation schedule can be accessed here Ofsted | The framework for school
inspection
School Statutory Obligations
This AP Directory does not remove or affect any of the statutory obligations and duties upon
schools in relation to the provision of education or the exclusion of children and young
people from school. Further, it does not affect the agreed practice in relation to this activity
locally. Any child or young person placed by a school in alternative education provision,
either full or part‐time, remains on the roll of that school and responsibility for delivering the
full‐time statutory education offer and all other duties in respect of that child remains with the
school. Where a child or group of children are engaged in a preventative programme,
whether on or off‐site, they remain the responsibility of the school.
Specifically, the commissioning school remains responsible for the monitoring and tracking
of progress of individual children and young people and confirming that the provision given is
of good quality, value for money and meets the student’s needs.
If schools or academies purchase alternative educational provision from providers not listed
in this directory the referring school or other body must ensure the provision meets required
standards and that appropriate contracting arrangements are in place.
Halton Alternative Provision Quality Assurance - an overview
• Quarterly meeting
• Key Worker/Pupil
progress reviews
• Lesson
Observations/book
look
• Facilitate
improvement
• Tackle underperformance
• Contract with
succesful
providers
• Involve schools &
partners
• Clear outcomes
Monitoring
Referral &
Delivery
Procurement
Planning &
Contract
•Referral process
followed
•Learner Passport
established
•Action Planning
•Target Setting
•AP Monitoring Group
• Monitor & assess
risk
• Checklist for
policies
The following documents are examples that will be used during the Quality Assurance Cycle
of AP in Halton. Examples have been added to indicate how these documents may be used
to support any areas for improvement and replicate enhanced and outstanding practice.
Documents used as part of the QA cycle will include:
1.
2.
3.
4.
5.
Pre Delivery Checklist to include Health & Safety Vetting Checklist (this will be
repeated at quarterly reviews)
Single Central Record Template
Safeguarding Questionnaire
Lesson Observation Document
Work Trawl Document
In addition to this, providers will be assessed according to the Ofsted criteria as part of the
quarterly review process carried out by the Bridge School and will be scored as either,
emerging, established or enhanced. A review feedback document will also be produced
detailing strengths of provision and any areas for improvement.
In addition to the Quality Assurance cycle there will be a student-focussed termly monitoring
meeting led by the Halton AP Monitoring Group. The remit and terms of reference for this
group are as follows:
HALTON ALTERNATIVE PROVISION MONITORING (APM) REMIT
Context:
Following the recent strategic review of AP and its recommendations, a revised model for AP
is now under discussion. As part of this revised model it is proposed that regular monitoring
of the AP cohort takes place on a half termly basis. This will provide an ongoing overview of
the suitability of the AP programmes on offer and ensure outcomes are monitored. This
evidence-based approach will also support both LA and school in fulfilling their statutory
duties regarding AP.
Task Group Brief
1.
Name of Group
Alternative Provision Monitoring Group (APMG)
2.
Lead Service/chair
The Bridge School as provider and commissioner
3.
Plan/Core Task to be supported
To establish half termly monitoring of AP students against their individual targets,
including attendance, attainment and progress.
4.
Purpose of the Group
o To identify and monitor the level of need
o To plan effective AP programmes
o To monitor the outcomes of all learners accessing AP
o To identify best practice in supporting ways forward for APP
o To take account of current legislation and guidance
o To work collaboratively with schools and other agencies to plan effective AP in
Halton
5.
Authorisation for setting up the Group
Halton AP Strategic Group, 11-19 Group.
6.
Chairing Arrangements
Year 1 – Head Teacher, The Bridge School
Year 2 onwards - TBC
7.
Frequency of Meetings and Timescale
Year 1 – termly
Year 2 onwards – TBC
2014/15 schedule;
1st meeting – October 17th 2014, 11am The Bridge School
2nd meeting – January 2015 – TBC
3rd meeting – April 2015
2015/16 schedule:
September 2015 – TBC. To review year 11 leavers.
8.
9.
Membership Details
Nigel Hunt, Head Teacher – The Bridge School
Vicki Spall, KS4 Engagement Leader -The Bridge School
Halton high school AP representatives - TBC
Simon Clough (LA representative) – 14-19 team – TBC
Sue Graham Education Welfare Team representative
Breakdown of work to be undertaken
o to monitor the cohort of AP students
o to analysis the AP cohort data (AP cohort and AP Progress)
o to review the AP offer and identify gaps in provision
o to report on AP progress to Alternative Provision Strategy Group
10. Reporting of Outcomes
Termly reports to Halton AP Strategy Group, 11-19 Group, HASH, The Bridge School
Governors.
11. Evaluation and indicators of success
All children placed appropriately, with necessary support plans in place.
Children in Care referrals will be prioritised
All AP students making expected progress against individual targets
Permanent exclusions – students to be in provision by day 6
APM Meetings – Structure
APM meeting is to be split into 3 parts:
o
o
o
1st part – allocated to reviewing AP Cohort
2nd part – priority list of students not meeting target
3rd part – Agree interventions and other actions to support progress
The Bridge School
Quality Assurance Calendar
Autumn Term Dates
Activity
Notes
August 2014
Initial Contract Meeting
Draft contract discussions
August 2014
Draft Contract disseminated
Draft QA document disseminated
Request for Policies/procedures
Single Central Record to be
completed
Providers to send policies and
completed SCR via email prior
to delivery
September 2014
Final Contract Award Meeting
Complete Pre Delivery Checklist
Complete H&S Checklist
Complete Safeguarding
Questionnaire
Sign final Contract
Begin programme delivery
Providers Meeting at the Bridge
School
To take place on Wednesday
3rd September 2014
Arrangements to meet
students and timetable agreed
also.
Thursday 2nd October 2014
– 3pm – 5pm
Monday 6th and
Tuesday 7th October
Week of 20th October 2014
Monday 8th and
Tuesday 9th December
Spring Term Dates
Individual Provider Review
Meetings.
Check how delivery is going.
Discuss students and review
processes.
Lesson Observation 1
Work Trawl 1
Quarterly Individual Provider Review
Meetings
Utilising Review document
Check all policies/procedures/SCR
H&S, Safeguarding Checklist
Review
Activity
Week of 12th January 2015
Lesson Observation 2
Work Trawl 2
Thursday 8th January 2015 –
3pm – 5pm
Providers Meeting at the Bridge
School
Monday 9th and
Tuesday 10th March
Quarterly Individual Provider Review
Meetings
Utilising Review document
Check all policies/procedures/SCR
H&S, Safeguarding Checklist
Review
For all providers that are
providing alternative provision
for Students of the Bridge
School
Agenda to be emailed prior to
the meeting.
Carried out by Vicki with
Provider Key Contact
Amendments to provision
delivery and processes if
necessary.
Carried out by Vicki within
providers delivery premises.
Discussions with
teachers/tutors.
Carried out by Vicki with
Provider Key contact.
Notes
Carried out by Vicki within
providers delivery premises.
Discussions with
teachers/tutors.
For all providers that are
providing alternative provision
for Students of the Bridge
School
Agenda to be emailed prior to
the meeting.
Carried out by Vicki with
Provider Key contact.
Summer Term Dates
Activity
Week of 20th April 2015
Lesson Observation 3
Work Trawl 3
Thursday 23rd April 2015 –
3pm – 5pm
Providers Meeting at the Bridge
School
Week of 22nd June 2015
Lesson Observation 4
Work Trawl 4
Monday 6th and
Tuesday 7th July
Quarterly Individual Provider Review
Meetings
Utilising Review document
Check all policies/procedures/SCR
H&S, Safeguarding Checklist
Review
Plans for next year’s provision/Exit
review of contract
Providers Meeting at the Bridge
School
Thursday 16th July 2015 –
3pm – 5pm
Notes
Carried out by Vicki within
providers delivery premises.
Discussions with
teachers/tutors.
For all providers that are
providing alternative provision
for Students of the Bridge
School
Agenda to be emailed prior to
the meeting.
Carried out by Vicki within
providers delivery premises.
Discussions with
teachers/tutors.
Carried out by Vicki with
Provider Key contact.
For all providers that are
providing alternative provision
for Students of the Bridge
School
Agenda to be emailed prior to
the meeting.
The Bridge School
Alternative Provision Health and Safety Checklist
This form must be used to determine that the employer / placement can provide a safe, healthy and
supportive environment for a learner to receive training. The check must be carried out before a
learner commences their placement and monitored regularly thereafter. This document is to form an
integral part of the Bridge School Quality Assurance Framework.
Company Details:
Name of Company:
Address:
Post Code:
Contact Name:
Position:
Tel no:
Fax No:
Mobile no
Email:
Name of the competent person responsible for the management of Health and Safety
Normal Working Hours
Number of Employees / Learners in Organisation
Number of Employees / Learners on Site
Check Summary
Following your inspection is the Placement / Employer:
Recommended
Provisionally Recommended
Deferred
Check Carried out by (print)
Date Company Checked
Action Plan Issued?
Yes
No
Action Plan Completed Date
Next Check Due Date
Occupational Area(s)
Placement?
What is the combined risk banding of the Employer /
Highest Occupational Risk Level
Organisational
Risk Level
See over for
guide
LOW
MEDIUM
HIGH
LOW
L
L
M
MEDIUM
L
M
H
HIGH
H
H
Defer
Combined Risk Banding Guidance
Occupational Risk
HIGH RISK
MEDIUM RISK
LOW RISK
ENGINEERING (Mechanical)
CONSTRUCTION
ELECTRICAL
GARAGE/VEHICLE REPAIR
CARPENTRY
CATERING (Kitchen)
CHEMICAL
MANUFACTURING
PLUMBING
PAINTING/DECORATING
HAIRDRESSING/BEAUTY
HOTELS/RESTAURANT
ELECTRONICS
WAREHOUSE
TRANSPORT
NURSING/CARE
SPORT/RECREATION &
LEISURE
ADMINISTRATION
RETAIL
EDUCATION
SALES
Organisational Risk
UNACCEPTABLE
The organisations
attitude and/or
non-compliance with
health and safety
requirements mean
that the sub-contractor
is unacceptable.
Unable to agree Action
Plan. Combined risk
assessment.
HIGH RISK
Demonstration of poor
standards of health
and safety. Insufficient
compliance with health
and safety contractual
requirements.
Significant
improvements
necessary,
unacceptable until an
Action Plan with strict
time-scales has been
agreed and initiated.
MEDIUM RISK
Demonstration of basic
standards of health
and safety.
Reasonable level of
compliance with health
and safety contractual
requirements.
Improvements
required in accordance
with an agreed Action
Plan.
DOCUMENTATION,POLICY and STATUTORY NOTICES
Health and Safety Law Poster
1. Displayed?
2. Completed in Full?
Yes____ No____
Yes____ No____
3. Registration of Premises:
HSE____ Environmental Health____ Sole Traders
(not yet registered)_____
4. If not displayed, has employer
issued ‘H&S Law, What you should
know’ leaflet to the employees?
Yes____ No____
LOW RISK
Demonstration of high
standards of health
and safety. Detailed
evidence of
compliance with health
and safety contractual
requirements.
COMMENTS
 Must be displayed – new requirement for all companies to display or leaflet ‘H&S Law, What you
should know’ must be issued to each individual member of staff and learners.
 Environment Agency is generally dictated by occupational area. (HSE: Heavy Industry, EH: Lighter
Industry) unless Council controlled (in which case HSE)
 Sole traders need to register if taking a learner.
DOCUMENTATION,POLICY and STATUTORY NOTICES (cont)
Health and Safety Policy
Ref: Health and Safety at Work etc. Act 1974, section 2(2-3)
Management of Health and Safety at Work Regulations 1999,
Reg. 7
1. Is there a safety policy, which
includes a statement, organisation
responsibilities and arrangements
Yes____ No____
available?
2. Who is the Statement signed by?
3. Date Statement
Signed?
4. Is the Statement Displayed?
Yes____ No___
5. Who gives competent advice to Employer / Placement?
(state who)
6. Who takes responsibility for health and safety on a day to day
basis at Employer / Placement (state who)
7. How often is the policy renewed and by whom?
8. What are the arrangements for supervision of Employees /
Learners? (state who) (Mentor and Deputy)
9. How is the policy communicated to the Employees / Learners?
10. Is there an Equal Opportunities
Yes____ No____
Policy?
11. Are there any other H&S Policies on file?




Must be documented where 5 or more people (by organisation not site) are employed.
(7) Induction, Meetings, Memos etc
(9) e.g. smoking policy
Issue ‘Stating your Business’ leaflet
Insurance
1. Name of Insurer
2. Policy Number
3. Date of Expiry
4. Type of Insurance held:
Employers____
Public____
5. Is the certificate displayed?
Combined____
Yes____ No____
6. Does the Policy cover the Learner?
Yes____ No____
COMMENTS





Insurance is Mandatory.£5 Million Public Liability/£10 million Employer’s liability.
Insurance must be displayed.
Must have Employers and Public Insurance (Learner will not be funded by schools unless both insurances are in place).
Insurance details may also not be available for some public sector organisations and premises that are Crown controlled.
Issue free HSE ‘Employers Liability Insurance Guide’.
RISK ASSESSMENTS
1. Management of H&S at work
COMMENTS
Yes____
No____
Documented?
Yes____
No____
Undertaken?
Yes____
No____
Documented?
Yes____
No____
Undertaken?
Yes____
No____
Documented?
Yes____
No____
Undertaken?
Yes____
No____
Documented?
Yes____
No____
Undertaken?
Yes____
No____
Documented?
Yes____
No____
Undertaken?
Documented?
Undertaken?
Documented?
Undertaken?
Documented?
Undertaken?
Documented?
Yes____
Yes____
Yes____
Yes____
Yes____
Yes____
Yes____
Yes____
No____
No____
No____
No____
No____
No____
No____
No____
Undertaken?
2. COSHH
3. Display Screen Equipment
4. Manual Handling
5. Noise
6. Specific activity/Others
7. If not documented how are risk assessments communicated to the
workforce?
8. Has an asbestos survey/assessment been
undertaken?
Is the building on the asbestos register?
Has a risk assessment taken place by a
qualified assessor?
9. Are specific risk assessments undertaken for
learners?
10. Are specific risk assessments undertaken for
expectant mothers?
11. Are specific risk assessments undertaken for
learners with disabilities?
12. Does the employer undertake any form of
health screening?
Yes____
No____
Yes____
No____
Yes____
No____
Yes____
No____
Yes____
No____
Yes____
No____
Yes____
No____







It is mandatory for employers to undertake risk assessments and make employees aware of the contents.
Where 5 or more people are employed (by organisation not just site), risk assessments must be formally documented. (It is considered
good practice to document all risk assessments irrespective of the number of employees).
(7) e.g. Induction / meetings / memos etc. Encourage receipt of information.
(8) Mandatory for all employers by May 2004
(9) Legal requirement for employees under the age of 18 (i.e. Youth Provision) accounting for inexperience etc.
(12) e.g. working with lead, radiation
Issue free HSE leaflet ‘5 steps to Risk Assessment’
COSHH
COMMENTS
1. What hazardous substances has the placement identified the learner
may be exposed to?
2. Are hazardous substances stored and
Yes____ No____
managed safely?
3. Are Material Safety Data sheets kept on file
Yes____ No____
(Hazard Data)?
 Items are classed as hazardous if they have a COSHH warning label on the container.
 Should be stored in a lockable facility with controlled access. Harmful substances to be kept separate from foodstuffs.
 Material Safety Data (Hazard) sheets are available from suppliers / manufacturers – forms the basis of COSHH risk assessment.
 (Issue free HSE leaflet ‘Brief Guide to COSHH)
PERSONAL PROTECTIVE EQUIPMENT / CLOTHING
COMMENTS
1. Has PPE/C assessment been undertaken?
Yes____ No___
_
2. Is PPE/C issued free of charge?
Yes____ No___
_
3. What PPE/C is issued?
4. Is it enforced in the workplace?
5. Is training provided in respect of use of PPE/C?
6. Is there an adequate means of storage?
Yes____
No___
_
Yes____
No___
_
Yes____
No___
_
7. Who is responsible for the provision, maintenance and replacement?
 PPE/C should be tailored to the individual, appropriate for the task, be in suitable working condition and issued FREE of CHARGE
 PPE/C includes: Overalls, boots, gloves, ear defenders, eye protection, head protection, waterproof clothing, warm clothing, high visibility
clothing, face masks, breathing apparatus etc.
 (Issue free H&S leaflet ‘Short Guide to PPE/C’)
THE WORKING ENVIRONMENT
1. Is there satisfactory:
COMMENTS
Lighting? Yes____
Heating? Yes____
Ventilation? Yes____
2. Are walkways and stairways clear of
Yes____
obstruction?
3. Is the flooring of a sound surface?
Yes____
4. Is the standard of housekeeping to a
satisfactory standard?
5. Is there adequate safety signage?
6. Is there safe storage at height?
7.
No____
No____
No____
No____
No____
Yes____
No____
Yes____
No____
Yes____
No____
What provisions are there to safeguard non-smokers?
8. Is there adequate provision for ensuring Water is to the required
standard?
If so, date last tested…………………………….
 (3)Watch for loose carpeting / tiles, pot holes, other hazards (oil, water, etc)
 (4) Watch for clutter, un-disposed of rubbish, trailing cables, physical hazards, and cleanliness.
 (5) Warning / Prohibition / Mandatory / Safe Condition
 (6) Are step up stools or stepladders provided for access? Are they in sound condition?
WELFARE FACILITIES
1. Are the toilets acceptable?
COMMENTS
Yes____
No____
2. Is drinking water available?
Yes____
No____
3. Are eating facilities available?
Yes____
No____
4. Is a rest area available?
Yes____
No____
 (1) Functional, clean, toilet paper, hot water, soap, means of drying hands, sanitary disposal
 (2) Either tap or bottled
 (3) Clean (surfaces, fridge, cooker) means of cleaning crockery and utensils
 (4) Are pregnant workers catered for?
Security of Building
COMMENTS
1. What arrangements are in place to ensure learners and staff are
safe in the building?
Entry Controlled/Visitor’s book?
Yes____
No____
Name badges issued to staff?
Yes____
No____
Visitor badge issued?
Yes____
No____
Proof of identity requested?
Yes____
No____
Yes____
No____
Yes____
No____
Yes____
No____
2. Do the general public have access to work
areas/young people?
3. Are there mixed age groups? KS4 post 16?
4. Are these groups segregated?
FIRE SAFETY
1. Has a fire risk assessment been
undertaken?
2a. Is there a fire evacuation plan?
COMMENTS
Yes____
No____
Yes____
No____
2b. Are there personal evacuation
plans for those who require assisted
evacuation?
3. Are fire alarms tested?
Yes/No
Yes____
No____
With what frequency?
Are they recorded? Yes____
4. Are fire drills carried out?
Yes____
No____
No____
With what frequency?
Are they recorded? Yes____
5. Are the fire extinguishers
Yes____
appropriate and serviced?
State last service date
6. Are fire extinguishers clear of
Yes____
obstruction?
No____
No____
No____
7. Do fire exits open by means of quick
release mechanism?
8. Is the area outside the fire exit safe /
clear of obstruction?
Yes____
No____
Yes____
No____
9. Is adequate signage displayed?
10. Is emergency lighting utilised / in
working order?
Yes____
No____
Yes____
No____
Yes____
No____
11. Are fire hazards minimised?
12a.What training in Fire Safety exists
for staff?
12b.How often is it updated?
 (4) Minimum two per year. Also to be carried out when the building is populated.
 (5) Extinguishers should be appropriate to the type of work activity and be serviced annually. Are people trained in their use?
 (9) Check for ‘what to do’ procedures (Fire Notices), direction signage, fire exit door signage.
 (10) It is sometimes possible to tell if emergency lighting works if there is a small red light on the inside case.
 (11) Combustible material to be kept away form sources of ignition and final exit routes clear.
FIRST AID
1. Are suitable First Aid containers in
place?
COMMENTS
Yes____
No____
2. Is there sufficient First Aid signage?
Yes____
No____
3. Names of qualified First Aider(s) and / or Appointed
Person
4. Is there sufficient First Aid to cover absence of employees?


(1) Should contain wrapped sterile dressings and safety pins only, non –alcoholic and non-antiseptic wipes are allowed. No
medicines, tablets, creams, scissors etc.
(3) Number of First Aiders should be commensurate with number of employees and level of risk identified. There should be
an appointed person. They should be identified on signage. Check quals, main course must be passed as well as 3 year
refreshers.
 . Issue free HSE leaflet ‘First Aid – Your Questions’
ACCIDENT PROCEDURE
1. Is there an Accident Book?
COMMENTS
Yes____
No____
2. Name and position of designated competent person to
investigate accidents
3. Is there a system in place for
accident investigation, reporting and Yes____ No____
further prevention?
4. Does the employer / placement
Yes____
No____
understand RIDDOR obligations?
5. Is the employer / placement aware
of accident reporting requirements to Yes____ No____
A4e? (Irrespective of RIDDOR)
6a. Does the accident reporting
procedure cover both staff and
students?
6b. How is this communicated ?
 (1) From December 2003 onwards Accident Books should also comply with the Data Protection Act.


These must be kept for
3 years.
(4) Any fatality / major injury / member of public requiring hospital treatment / over 3 day injury / notifiable disease /
dangerous occurrence.
(5) ALL accidents to be reported to Headteacher KS4 Gateway.
MACHINERY & EQUIPMENT
COMMENTS
Ref: Provision and Use of Work Equipment Regulations 1998, Electricity at Work
Regulations 1989
1. Has a risk assessment been carried
out on all equipment / machinery to
be used by learner?
Yes____
No____
2. List sample of tools / equipment / machinery assessed.
3. Are all guards in place?
4. Are emergency stops easily
accessible and operative?
Yes____
No____
Yes____
No____
5. Is there recorded evidence of regular Yes____
maintenance of machinery
available?
6. Will learner be working at heights
e.g. step ladders etc?
7. Will Employer / Placement provide
training, information and instruction
in the use of any equipment?
No____
Yes____
No____
Yes____
No____
8. How will this be achieved?
9. What machinery, tool and equipment will the learner be
PROHIBITED from using?
10. What AREAS will the learner be PROHIBITED from
entering?
11. Could the working environment or
any tasks likely to be carried out be
unsuitable for an learner with
specific health or medical
condition(s), learning difficulties /
language?


Yes____
No____
(3) Is guarding missing or in poor condition / is equipment in poor condition. . Issue free HSE leaflet ‘Using Work
Equipment Safely’
(6) Working at height is permissible providing all risk assessments are completed, and all relevant control measures are in
place – including training and supervision prior to commencement of activity. A4e must be informed before learners work at
heights to monitor training records.
ELECTRICAL SAFETY
COMMENTS
1. What arrangements are in place to ensure electrical safety, with
particular reference to portable appliance?
User checks Yes____ No____
Formal visual checks Yes____ No____
Combined inspection and testing Yes____ No____
2. Date of last appliance test / inspection?
3. Is there a danger of overload though use of
Yes____
No____
adaptors?
4. Are RCD’s (Residual Current Devices) used
Yes____
No____
with handheld power tools?
 (1) Not mandatory, but employer should be able to demonstrate pre-user checks are being undertaken (i.e. wall socket
casing, switches, plug cable, appliance casing and switches)/(Cabling should not be coiled to avoid overheating.
 (3) Adaptor maximum load is normally 13 amps.
 (4) RCD provides faster cut out times to protect the user from electrical faults within the appliance.
 Issue free HSE leaflet ‘Electrical Safety and You’
SUPERVISION AND TRAINING
COMMENTS
1. Name of supervisor & deputy responsible for Gateway learners.
2. What does the employer induction cover?
3. Has the supervisor been made aware of their
H&S responsibilities with regard to The Bridge
School learners?
4. Had the ‘Health and Safety Advice for
Supervisors’ sheet been issued?
Yes____
No____
Yes____
No____
5. How will the employer provide the necessary training to cover the
H&S aspect of work activity?
6. Are records kept detailing induction and
Yes____
No____
training?
 (3) Learners to be made aware of all hazards in the workplace, all prohibitions, not to be left unsupervised, to be trained in
all aspects of their work activity, enforce the use of PPE/C where required.
DRIVING DUTIES
COMMENTS
1. Will any driving duties be involved?
Yes____
No____
2. Are the vehicles suitably insured / taxed /
tested?
Yes____
No____
3. Does the learner hold the appropriate type of
Yes____
No____
licence?
 Learners without an appropriate licence must not move vehicles even on private property or in a
garage.
 Copy learner’s licence for learners file if driving is involved.
ANY OTHER OBSERVATIONS
Action Plan
Agreed Action
Person
Responsible
Target
Date
Completion
Date
Verified by
the Bridge
School
(Signature)
Conditions of Contract
Health and Safety at Employers premises
a) The Employer shall be registered with the Health and Safety Executive or other relevant
body.
b) The Employer holds full employee / public liability insurance which covers all activities
and our participants in particular.
c) Appropriate insurance is held for any other relevant activity associated with their
business e.g. driving. Appropriate documents will be held on prohibited areas.
d) The Employer will ensure adequate supervision commensurate with participant skills and
experience is maintained at all times. Supervision should be by a competent person who
is briefed on his / her responsibilities.
e) Employer will ensure that a suitable and sufficient induction is delivered which must
include explanation of the company’s Health and Safety Policy.
f)
Any health and safety training requirement will be formal and documented.
g) All health and safety information and or literature is issued free of charge.
h) Any health and safety clothing or equipment specific to activities undertaken shall be
issued free of charge and employer will enforce proper use. Employer will inform the
Bridge School if learner is not wearing PPE/C
Any accident, occupational diseases will be reported to The Bridge School, who will assist in
any investigation and reporting in accordance with RIDDOR regulations.
i)
The Employer will carry out any assessments they are required to perform in accordance
with health and safety law and comply with all relevant Health and Safety legislation and
Codes of Practice.
j)
Where required the Employer will carry out any medical examinations / health screening
etc., before activities commence.
k) All participants must be made aware of any substances applicable under the Control of
Substances Hazardous to Health Regulations and any training or protection should be
provided free of charge.
l)
Working arrangements shall not contravene the Working Time Regulations 1998.
m) Employer will provide a safe working environment, adequate welfare facilities, safe
systems of work where needed, safe equipment and adequate emergency procedures
Equal Opportunities
a) Action for Employment is an equal opportunities employer and insists all Employers work
to their equal opportunities policy (copy supplied on signature).
b) The Employer shall have their equal opportunities policy and will ensure all our
participants are treated in accordance with the Sex Discrimination Act, the Race
Relations Act, the Disability Discrimination Act and any subsequent related legislation.
c) The Employer will allow access to its premises for the purpose of accident investigation,
access to trainees for monitoring and investigation of any grievance.
This contract may be terminated by either party giving to the other a minimum of one month
notice in writing. Either party may terminate the contract forthwith in the event of any breach
of its terms by the other party.
COMPANY AGREEMENT
Signed for and on behalf of the Employer / Placement
I agree to the following:
 To the best of my knowledge, the aforementioned information was accurate at time of the
vetting.
 To provide in-company training, customised where required as the employer.
 To provide all necessary paperwork as required by The Bridge School
 To allow access to the premises to any member of staff employed by or associated with
any organisation with which The Bridge School holds a contract or is in direct working
relationship.
And
 I accept the terms and conditions as set out.
Name (Print)_______________________________________________________
Signature:_________________________________________________________
Position: ___________________________________________
Date:________________________
Signed for and on behalf of The Bridge School
Name(Print)________________________________________________________
Signature:_________________________________________________________
Position: ___________________________________________
Date:________________________
Read and Approved (The Bridge School)
Name(Print)________________________________________________________
Signature:_________________________________________________________
Position: ___________________________________________
Date:________________________
Not Approved – Action Plan agreed (The Bridge School)
Name(Print)________________________________________________________
Signature:_________________________________________________________
Position: ___________________________________________
Date:________________________
OFSTED and how it considers AP through inspection
AP is a key element of the OFSTED Inspection Framework (2014) and inspectors
will focus on this before and during inspection. Inspectors will need to ensure that
any AP used is safe, meets the pupil’s needs and provides good outcomes for the
AP cohort, in comparison to the rest of their peers. Relevant extracts from the
current Inspection Framework are listed below.
Alternative Provision (AP)
AP is now a key consideration in evaluating a school’s effectiveness through the OFSTED
School Inspection Framework. The following is extracted from the School Inspection
Handbook, September (2014), and demonstrates the activities inspectors will undertake to
gather the required evidence base to inform judgements, before and during inspection. The
key areas include;
1. Questions relevant to AP during the pre-inspection phone call
2. Assessing how schools work with other partners, including AP providers
3. Judging overall effectiveness
4. Quality of leadership in and management of the school
5. The behaviour and safety of pupils in the school
6. Quality of teaching in the school
Pre-inspection activity – notification and introduction.
The purpose of the lead inspector’s notification call is to;
establish whether the school has any pupils who attend off-site alternative provision, either
on a full- or part-time basis. Inspectors must ask the school about the registration status of
any alternative providers that they use. Any provider of alternative provision must be
registered as an independent school if it caters full-time for five or more pupils of compulsory
school age, or one such pupil who is looked-after, or has a statement of special educational
needs or disabilities (SEND)
Inspecting partnerships and off-site provision
Inspectors may wish to speak to key partners who work with the school. They should make
every effort to telephone or meet with those institutions where pupils are taught off-site to
help assess the school’s quality assurance arrangements. They must evaluate the rigour
with which the school monitors the attendance, behaviour, learning and progress of pupils
attending alternative provision.
Units dealing with pupils’ behaviour may exist away from the school site, but be run by the
school. Sometimes, this provision may be shared by one or more schools. It is important to
find out how this is monitored and evaluated on a day-to-day basis and over time. An
inspector should visit the unit briefly to assess safeguarding procedures, the quality of
teaching and how effectively the unit helps to improve pupils’ behaviour, learning and
attendance. The visit should be proportionate to the number of pupils who attend and the
length of time they spend there. Inspectors should bear in mind that this can be full-time
provision for a number of pupils over several weeks, so it is important to evaluate it
thoroughly. (Note: this is not the same as off-site alternative provision that is run by another
agency.)
Where special schools or pupil referral units (PRUs) use alternative provision, inspectors
must visit a sample of the placements during the course of the inspection, in addition to
evaluating the areas outlined above. The lead inspector should ask the headteacher to
provide details of all the provision used by the school or PRU. Priority should be given to
visiting unregistered providers and evaluating how the school assures itself of, for example,
safeguarding and attendance.
Judging overall effectiveness: the quality of education provided in the school
Inspection is primarily about evaluating how well individual pupils benefit from the
education provided by their school. It is important to test the school’s response to
individual needs by observing how well it helps all pupils to make progress and fulfil
their potential. It may be relevant to pay particular attention to the achievement of:
those attending alternative provision.
Quality of leadership in and management of the school
Inspectors should consider the effectiveness of safeguarding arrangements to
ensure that there is safe recruitment and that all pupils are safe. This includes the:
effectiveness of the arrangements for safeguarding pupils who are educated wholly
or partly off-site at a unit run by the school or at alternative provision
Inspectors must evaluate leaders’ and managers’ use of alternative provision
through taking account of:
how well the school identifies provision that matches pupils’ needs and
interests and enables them to gain appropriate knowledge and skills
how well the school assesses the quality and safety of the provision
the quality of information that the school gives to the alternative provider - for
example about the pupil’s special educational needs, behaviour and/or literacy
levels
how well the school monitors and evaluates pupils’ progress, attendance and
behaviour, and intervenes to support pupils where needed
the progress that pupils make while attending alternative provision
whether any qualifications being taken are at the appropriate level
the quality of support that pupils receive while attending the alternative
provision.
The behaviour and safety of pupils at the school
Inspectors must take account of the behaviour and safety of pupils attending
off-site alternative provision.
Grade Descriptor – Good = Pupils are safe and feel safe in school and at
alternative provision placements; they understand how to keep themselves safe
in different situations.
Quality of teaching in the school
The quality of teaching received by pupils who attend off-site alternative provision
should also be considered and evaluated.
Inspectors must take account of: the learning and progress across year groups of
different groups of pupils currently on the roll of the school
the school’s own records of pupils’ progress, including the progress of pupils
who attend off-site alternative provision for all or part of the week, and the
progress of disadvantaged pupils, or those for whom the Year 7 literacy and
numeracy catch-up premium provide support, and the most able pupils such
as those who joined secondary schools having attained highly in Key Stage
2
OFSTED Inspection Handbook (2014)
The following are examples of QA documents used to monitor AP provision.
LESSON OBSERVATION
EVALUATION
Use of assessment to aid learning
Expectations
Overall impact
Almost all students
make rapid and
sustained
progress.
Consistently high
for all students.
Adults generate
high levels of
engagement and
commitment to
learning.
Planning is based
on accurate prior
assessment.
Understanding is
effectively checked
throughout,
anticipating
interventions.
Constructive
feedback and
marking is
frequent, of high
quality, and
ensures that
students make
rapid gains.
2
GOOD
The
proportion of
students
making and
exceeding
expected
progress
compares
favourably
with the
national
picture.
High
expectations
for the vast
majority of
students
contribute to
their good
progress.
Adults
create a +ve
climate for
learning
Accurate
assessment
supports
planning to
set
challenging
tasks. Most
students’
individual
needs are
matched so
they learn
well. Skilful
questioning
enables
learning to
improve.
They know
how well
they have
done and
how to
improve.
3
____________________
____________________
___________________
REQ.
IMPROVEMENT
The ‘good’ /
‘outstanding’ criteria
were not observed or
secure because...
4
INADEQUATE
ANY ONE
OF
Students, or
groups of
students are
making
inadequate
progress as a
result of weak
teaching.
OR
Teaching requires improvement as it is not ‘good’.
1 OUTSTANDING
TEACHER:
OBSERVER:
DATE:
The ‘good’ /
‘outstanding’ criteria
were not observed or
secure because...
The teacher
does not have
sufficiently high
expectations and
fails to engage
or interest
groups of
students.
OR
The ‘good’ /
‘outstanding’ criteria
were not observed or
secure because...
Students cannot
communicate,
read, write or
apply
mathematics as
well as they
should.
OR
Learning
activities are not
sufficiently well
matched to the
needs of
students.
indicates a
limiting
judgement
Teachers
planning and
strategies
Spiritual,
moral, social
and cultural
development
Development
of RWCM
skills
Use of
resources
inc. other
adults
Teachers plan and
teach lessons that
enable students to
learn exceptionally
well. Challenging
tasks are set which
closely match
specific learning
needs. Well
judged and often
inspirational
strategies are
used.
There is a wide
ranging promotion
of students’ SMSC
development and
their physical wellbeing enables them
to thrive in a
supportive, highlycohesive learning
community.
Every opportunity
is taken to develop
crucial RWCM
skills and teaching
of these is highly
effective
Resources (inc.
time and ICT) are
precisely targeted
and make a
marked
contribution to the
quality of learning.
Time is very well
used. Adults
enthuse, engage
and motivate to
engender high
levels of
enthusiasm and
commitment.
Effective
planning
and
teaching
deepens
students’
K&U, and
they
develop a
range of
skills.
Effective
strategies
are well
matched to
most
students’
individual
needs,
including
the most
and least
able.
A
deliberate
and
effective
action is
taken to
create a
cohesive
learning
community
through the
promotion
of SMSC
and
physical
well-being.
There is a
positive
climate for
learning
Teaching
of a range
of wider
skills is
taught
effectively.
Resources
including
time are
well used.
Appropriate
targeted
support
and
intervention
matches
individual
needs and
results in
good
progress,
so that
attainment
gaps are
reducing.
The ‘good’ /
‘outstanding’ criteria
were not observed or
secure because...
The ‘good’ /
‘outstanding’ criteria
were not observed or
secure because...
The ‘good’ /
‘outstanding’ criteria
were not observed or
secure because...
The ‘good’ /
‘outstanding’ criteria
were not observed or
secure because...
Students’ excellent
conduct and
behaviour reflects
the school’s
effective strategies
to promote high
standards; this
makes a strong
contribution to an
exceptionally
positive climate for
learning. There are
excellent
improvements in
behaviour over time
for individuals or
groups with
particular behaviour
needs.
Behaviour
OVERALL
1
OUTSTANDING
The ‘good’ /
‘outstanding’ criteria
were not observed or
secure because...
Students’
attitudes to
all aspects
of learning
are
consistently
positive,
including
when being
taught as a
whole class
or working
on their
own or in
small
groups.
These
positive
attitudes
have a
good
impact on
the
progress
the
students
make.
2
GOOD
3
REQ.
IMPROVEMENT
Behaviour is poor
and not well
managed.
Persistent low
level disruption
may reduce
learning and
create disorder.
Progress is
inhibited. A
significant
minority show a
lack of respect,
intolerance or
lack of self
discipline. H&S
may be an issue.
4
INADEQUATE
The Bridge School Work Trawl Feedback
Provider:
Staff submitting work:
Subject:
Qualification/accreditation :
Staff reviewing work:
Date:
Number of books/files submitted:
Condition of files/books submitted:
Assessment/Feedback
Evidence of level/grade/targets student is working towards:
Evidence of written feedback on what to do to improve:
Evidence that work is graded/level is provided:
Spelling/punctuation/grammar corrected:
Evidence of self-assessment by student:
Evidence of student progress:
Suggestions for Improvement:
Alternative Provision Quality Assurance Framework
The Achievement of Students
Key Judgement
Statement
Accurate prior attainment
data is used effectively
All students undergo a
diagnostic (holistic?)
(subject specific?)
assessment which informs
their learning pathway
There is an Assessment
Policy which details data
collection, self/peer
assessment, marking of
work and feedback.
Progress data is analysed
in order to target those
making less than expected
progress
Progress is monitored
against course
requirements
Priority is given to
qualifications which
contribute to the 2016
School League Tables
Students read widely and
often across all subject
areas
Students are well prepared
for the next stage in their
education, training or
employment.
Progress for students with
SEN or who have a
disability is consistently
good or better
Students develop a wide
range of skills in reading,
writing, communication
and mathematics
Communication of
progress to stakeholders,
schools and parents/carers
Students have access to
impartial CEIAG
Emerging
Established
Enhanced
Alternative Provision Quality Assurance Framework
The Behaviour & Safety of Students at the School
Key Judgement
Statement
An effective behaviour
for learning policy that
is consistently applied
and regularly reviewed.
Students have positive
attitudes to learning that
supports progress.
Relationships between
staff and students are
positive and there is
little evidence of low
level disruption.
School records of
behaviour are well
recorded and analysed.
Rates of exclusion are
low and statutory
guidance is followed at
all times.
Students contribute
positively to the culture
of the school and are
respectful of others.
The school environment
is well respected by all.
All forms of bullying are
tackled.
Students feel safe at
school – whether on or
off site.
School is proactive in
preventing and tackling
discriminatory language
of all kinds.
School is proactive in
supporting students in
identifying risky
behaviours, including
extremism.
Students attend
regularly and are
punctual.
Absence is tackled
early on.
Emerging
Established
Enhanced
Alternative Provision Quality Assurance Framework
The Quality of Leadership in & Management of, the School
Key Judgement
Statement
All leaders promote
well-focussed
improvement plans
based on selfevaluation.
All leaders contribute to
the consistent
application of school
policy and procedures
Students, parents and
staff are involved in
developing and
committed to delivering
the vision for the
school.
All staff are respectful
to each other and
students
The school has an
effective monitoring and
evaluation framework
and this is reported well
to governors.
Leaders monitor the
progress of ALL groups
of students
Leaders actively seek
the views of students
and parents and
analyses this
information
Leaders have an
effective procedure for
monitoring the quality of
teaching and learning
and tackles under
performance.
There is an effective
CPD programme in
place that reflects the
needs of staff and any
newly qualified staff
Best practice is
identified and shared.
Leaders ensure the
curriculum meets the
needs and all students
make excellent
progress in E & M.
All leaders promote the
SMSC development of
all students.
Emerging
Established
Enhanced
The school is efficiently
organised and well run
The curriculum is
balanced between
academic and
vocational (KS4)
The school provides
timely and impartial
CEIAG
Leaders demonstrate
improvement over time,
for particular groups of
students
The school works well
with other agencies,
community and
partners to provide an
extended curriculum
Middle leaders are
effective
Governors know how
the school is performing
Governors contribute to
self-evaluation
Governors hold leaders
to account
Governors engage with
stakeholders
Leaders actively seek
the views of parents
All safeguarding
arrangements are
compliant with statutory
requirements
Alternative Provision Quality Assurance Framework
Quality of Teaching
Key Judgement
Statement
All teaching promotes
the spiritual, cultural,
moral and social
development of
students.
Students are engaged
in lessons, acquire
knowledge and learn
well.
Teaching Assistants
and/or other support
staff are utilised well
and make a contribution
to the learning.
Teachers plan and
deliver work that is
challenging and meets
the needs of ALL
students.
Teachers monitor
students’ progress in
lessons and adapt their
teaching as
appropriate.
Teachers use
questioning and
discussion to test the
effectiveness of their
teaching and to
promote learning.
Assessment is accurate
and frequent
Students know how
they are doing and what
needs doing next.
All teaching is
monitored and
evaluated by senior
leaders.
Marking and feedback
is consistent and
supports further
learning
The teaching of E & M
is implemented across
the curriculum.
Teachers adopt a range
of strategies that match
individual needs
accurately.
Emerging
Established
Enhanced
Halton AP – Improvement Plan Summary (examples in italics)
Key Aspect
The
Achievement of
Students
Emerging or
Established Area
All students not
completing all
units required in
qualification
The Behaviour &
Safety of
Students at the
School
Punctuality is not
consistent across
the week and is
decreasing.
The Quality of
Leadership in, &
Management of
the School
Students not
engaging in lunch
time cultural
activities. (As part
of SMSC).
Quality of
Teaching
Inconsistent
marking of
student’s work.
Identified Action
By who
Review
SoW/planning to
identify where
improvements to
be made. Support
practitioner to
include a range of
activities for all
students.
AP Manager.
SENCO.
The Bridge SLT
Analysis of
attendance
records to identify
patterns/trends.
All staff to be
briefed on
Attendance
Policy.
Students/parents
targeted to
address
underlying issues.
Daily/weekly
targets set.
Observe activity
plans and
delivery. Seek
student feedback.
Liaise with other
agencies to
deliver “expert”
sessions.
AP Manager.
Attendance Lead.
EWO.
All staff.
Students/parents.
The Bridge SLT &
Key Workers.
Analysis of
application of
Marking Policy.
Book trawl to
monitor. Staff
training session to
agree a
consistent
approach to
marking. Monitor
weekly to assess
improvement.
AP Manager
All staff.
The Bridge SLT
AP Manager.
Students.
Other agencies.
The Bridge SLT
Success will be . .
Unit completion for
all students by next
quarter.
Practitioner
confident in
revised delivery
plan.
Relevant support
in place – Learner
Passport
Punctuality
improves week on
week. Improved
analysis of data.
Review of policy.
Consistent
application of
policy.
Revised plan of
activities.
Increased
attendance at
lunch time..
Positive feedback
from students.
Improved cultural
awareness.
Reviewed policy.
Consistent marking
of work and
appropriate
student feedback
given.
Marking and
assessment
support progress
as evidenced in
work books.
Quarterly Provider Review Meeting Feedback
Name of Provider
Date
Attendees
1. Achievement of Students
Curriculum and Quality
Teaching and Learning
Impartial IAG
Post 16 Progression
All learners will be getting an opportunity to work in the commercial salon as an
element of work experience.
Behaviour
English and Maths Progress
2. Quality of Teaching and Learning
Lesson Observations
Inset Feedback
CPD
3. Behaviour and Safety of Students
Qualifications for September 2014
Safeguarding
Attendance
Behaviour Management
4. Quality of Leadership and Management
Quality Assurance
Premises
Provider Meetings
Keyworker role
Feedback
5. Areas for Development/Targets
Achievement of
Students
Teaching &
Learning
6. Contract for 2014 -2015
Behaviour &
Safety
Leadership &
Management
Others
ALTERNATIVE PROVIDERS SAFEGUARDING
QUESTIONNAIRE
NB: Throughout the document employees refers to all paid, voluntary and
temporary staff within your organisation.
Please indicate next to each of the statements if your organisation is currently
meeting the standard and add a note of where the evidence of this can be
seen.
1
Children and young people at risk are at the centre of practice
Standard
Yes
No
1.1
The views of your service
users are included in the
delivery of your service
Y
N
1.2
Children and young people
know where to go if they
do not feel safe.
Y
N
1.3
Your organisation is as
accessible as possible.
This includes:
Y
N
Y
N
Y
N
 Publicity
 Child friendly evaluations
 Opening times or delivery
suitable to your service
users
1.4
Your organisation works to
ensure racial heritage,
language, religion, faith,
gender and disability are
taken into account with
your work. This includes:
 The use of interpreters
 Information available in
other languages
1.5
Your organisation has an
awareness of access
issues for disability
Evidence
Action
1.6
There are visible displays
of helpful information that
encourages students to
share concerns and
provides reassurance.
Y
N
1.7
The organisation ensures
that students are taught to
recognise when their
personal safety is being
compromised and that
safe messages are
delivered throughout the
curriculum.
Y
N
1.8
Young people are assisted
to adopt safe practices.
Y
N
2
Safeguarding Lead / E-Safety Lead
Standard
Yes
No Evidence
2.1
There is a named
safeguarding lead within
your organisation. This
person has responsibility
for dealing with any
safeguarding issues and
for liaising with other
agencies regarding any
concerns.
Y
N
2.2
The named safeguarding
lead is trained
appropriately in
accordance with the
Government guidance:
“Keeping Children Safe in
Education 2014”.
Y
N
2.3
All staff are aware of the
named safeguarding lead
and the organisation’s
procedures for how to
report safeguarding
concerns to them.
Y
N
Action
2.4
There is a named e-safety
lead within your
organisation. This person
will have special
responsibilities for dealing
with any e-safety issues.
This person could be the
same as the named
safeguarding lead.
Y
N
2.5
The named e-safety lead
is trained appropriately
according to your
organisational policy.
Y
N
2.6
All staff are aware of the esafety lead
Y
N
2.7
There are arrangements
for cover in place if the
safeguarding or e-safety
lead is unavailable.
Y
N
Yes
No
Y
N
3
Safer Staffing
Standard
3.1
Your organisation adopts safe
recruitment policy including:
RECRUITMENT
 advert
 application form
 job description and person
specification
 a process for short listing
 face to face interviews;
which include questions
relating to safeguarding
 references; including
questions relating to
safeguarding and verbal
confirmation with the
referee.
 two forms of identification;
one of which must be
photographic
STAFF IN POST
 probation period
 supervision and support
 staff induction – introduction
of policies
Evidence
Action
3.2
Enhanced DBS Checks /
vetting policy in place and
updated in line with policy
Y
N
3.3
If as part of the recruitment
process disclosures are
made on a prospective
employees Enhanced DBS
document these are
discussed with the HT of
the The Bridge School.
Y
N
3.4
There is guidance for staff
conduct. This is aligned
with Government’s ‘Safer
Working Practices’
guidance.
Y
N
3.5
Staff from agencies have
enhanced DBS checks and
the numbers of and dates
for these are held on your
organisation’s Single
Central Register.
Y
N
3.6
There is a policy for
managing allegations that
is aligned with HBC policy
and includes clear
guidance regarding the
process of managing
allegations against adults.
If it is appropriate following
an allegation, staff will be
referred to the Police and
the Local Authority
Designated Officer.
Y
N
3.7
There is an up to date
single central register held
for all employees
Y
N
3.8
Managers and Senior
Leaders have all completed
approved Safer
Recruitment Training
Y
N
4
Policies and Procedures
Standard
Yes
No
4.1
There is a written
Safeguarding / Child
Protection policy specific to
the setting
Y
N
4.2
There is a Health and
Safety policy specific to the
setting
Y
N
4.3
There is a written Safer
Recruitment policy specific
to the setting
Y
N
4.4
There is a written E-safety
policy specific to the setting
Y
N
4.5
There are written
procedures for dealing with
disclosures from children or
young people and all staff
are aware of their
responsibilities.
Y
N
4.6
There is a medical policy
that covers safe storage
and administration of
medicines.
Y
N
4.7
All policies are reviewed
annually and all staff are
required to read and sign
for them.
Y
N
4.8
Copies of all policies are
available to the The Bridge
School and families.
Y
N
4.9
There is a whistle-blowing
procedure for employees
Y
N
4.10
There is a clear supervision
policy for staff within your
organisation.
Y
N
4.11
There is a complaints
policy.
Y
N
412
There is an Anti-Bullying
policy.
Y
N
Evidence
Action
4.13
There is an awareness of
cross-cutting issues relating
to children and families at
risk including:
 Domestic abuse
 Substance miss-use
including alcohol
 Mental ill health
 Forced marriage
 Private fostering
 Child Sexual Exploitation
Y
N
4.14
All policies are readily
available to all members of
the organisation’s community,
including staff, volunteers,
parents and learners
Y
Y
Yes
No
5
Training
Standard
5.1
All staff to undergo or are
booked on level2 basic
awareness in safeguarding
training, which is approved by
HBC.
Staff may complete online
level 1 training but this should
be complimented by a Level 2
taught course.
Y
N
5.2
There is a clear training and
development policy.
 Training plan for roles
within the organisation.
Y
N
5.3
The E-safety and
safeguarding lead complete
training relevant to their roles,
level 2 and level 3 (updated
bi-annually)
Y
N
5.4
There is available up to date
information on employee
training and dates for
refresher training, including a
register of staff safeguarding
training.
Y
N
All employees undergo
refresher safeguarding
training at least once every
three years.
Y
N
5.5
Evidence
Action
6
Performance and Practice
Standard
Yes
No
6.1
There are appropriate holistic
assessments for children and
young people, keeping
safeguarding of children
paramount
Y
N
6.2
All staff, teaching and non
teaching have access to
safeguarding information and
know who to ask for advice
Y
N
6.3
Your organisation is aware of
how to make referrals for
additional support including:
 Referral to children’s social
care
 Referral to Early Help
services
Safeguarding Lead ensures
consistent quality of referrals
and monitors actions from
referrals.
Y
N
6.4
Staff, especially
Safeguarding Lead, are
aware of the HSCB
escalation policy for
escalating concerns and the
HBC Levels of Need
Framework.
Y
N
6.5
The organisation engages
with multi-agency case
planning as appropriate
Y
N
6.6
There is clear supervision
available to all employees
Y
N
6.7
The organisation is able to
demonstrate learning from
training, serious case reviews
and legislation
Y
N
6.8
Your organisation makes an
assessment of need and risk
prior to enrollment.
Y
N
Evidence
Action
6.9
There are clear
arrangements and
opportunities in place for
review and reporting as
agreed with the The Bridge
School
Y
N
6.10 There are systems in place
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
6.16 There is a system in place for
keeping all medication safe and
a designated member of staff to
administer medicines
Y
N
6.17 All policies and procedures are
in line with the The Bridge
Y
N
to record and report
Attendance and follow up
absence as agreed with the
The Bridge School
6.11 Procedures are in place to
record and share information
when concerns are raised
regarding safeguarding.
6.12 There are systems in place
to inform the The Bridge
School of any significant
changes to a young person’s
circumstance
6.13 There is an incident log to
record details of any
safeguarding related
incidents e.g. racist, phobic,
sexist remarks, threatening
behaviour, drug related
occurrences or breaches in
security.
6.14 Agreed thresholds and
procedures for following up
criminal / illegal acts e.g.
criminal damage, assault,
theft, harassment, or
threatening behaviour in line
with The Bridge School
policy
6.15 Have set measures for
responding to safeguarding
concerns in line with HBC
and the The Bridge School
School’s and HBC / HSCB.
7
Information Sharing
Standard
Yes
No
7.1 There is an information sharing
policy based on DfE (Department
for Education) information
sharing guidelines
Y
N
7.2 There is a system in place for
immediate communication with
the The Bridge School in all
safeguarding matters
Y
N
7.3 There are protocols in place for
confidentiality for child protection
information as agreed with the
The Bridge School and data
protection directions.
Y
N
Yes
No
8.1 Risk assessment is in place for
all activities
Y
N
8.2 The organisation recognises
when immediate action is needed
to safeguard a child at risk
Y
N
8.3 The organisation is able to
demonstrate plans to manage
risk when ongoing risk is
identified
Y
N
8.4 The following are in place:
 risk assessment of venue /
equipment
 parental consent for activities
 information on children's
medical needs
 parent contact details
 first aid boxes
 accident reporting
 insurance for activities
Y
N
8.5 There a designated Fire Safety
Manager and regular fire drills
Y
N
8.6 There is main door security
provision and security
arrangements for the grounds
and buildings
Y
N
8.7 Systems are in place to ensure
Y
N
8
Evidence
Action
Evidence
Action
Risk Management
Standard
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