Voluntary Non-School Alternative Provision Standards.
The DfE’s Non-School AP standards are currently voluntary but will become mandatory. Get ahead of the game by making sure your AP meets these and you can evidence them to anyone who asks. Working through this framework will help support your external QA but also, more importantly, make sure the quality of what you deliver for young people is a shining example of best practice and changes lives.
We’ve taken each standard in turn. Each section outlines what that standard may look like in practice and, where it is helpful, you’ll find over 50 downloadable files you can adapt to your setting to help you build your evidence base. It’s a lot of paperwork and evidence to build but it will help you to show off your AP and the great job you do to any commissioner.
1 - Safeguarding and wellbeing of children
1.1 All staff and proprietors have appropriate recruitment checks including an enhanced Disclosure Barring Service check, which are recorded on a single central register, and persons failing to meet those checks are not employed.
What it looks like in practice?
There is a safer recruitment policy in place for the provision.
A single central record keeps a track of all recruitment checks (and training) including for any proprietors, governors, trustees or volunteers. Everyone who is regularly coming in and out of your setting and may have contact with pupils is on the SCR. This includes volunteers, advisory board members or cleaners and catering staff.
Checks should include:
Identity checks
Medical fitness checks
Checks of qualifications
Section 128 check
Right to work in the UK checks
Checks of teaching prohibition order
Enhanced DBS’s are place for regulated activity (most if not all staff)
Evidence is in place for checks on any agency staff from their employment business
A risk assessed approach for DBS is in place where the check disclosed criminal convictions.
One member of recruitment panel has been safer recruitment trained.
A written confirmation of all safer recruitment checks should be sent to each commissioner in a letter of assurance. This should be regularly updated - at least at the beginning of each academic year.
Support:
SCR Template – keep this filled and up to date for all your staff. The SCR is an overarching document, it should be supported by a staff file for each member of staff that has proof of checks in it. There is a checklist you can use to check your staff files are complete.
Safer Recruitment Policy Template
Regularly monitor the SCR to check it remains up-to-date keep evidence of these checks and actions you have taken.
Medical Fitness questionnaires are now a part of the expected recruitment practices. You will have to refer staff to an Occupational Health Practitioner or other expert for further steps if the questionnaire flags up anything of concern.
Any agency staff have to have their DBS and identity checked by you. You will also have to receive assurance from their employers that the wider appropriate checks on them have been carried out.
A letter of assurance around safer recruitment should be requested by commissioners but, get ahead and show you work to best practice standards and send one out as routine. Example letter of assurance
Sometimes a DBS throws up a criminal conviction that doesn’t affect your employment of a staff member. Some of the best AP staff have lived experience of not always getting it right. Anything like this must be risk assessed to demonstrate that you have thought carefully about their appointment and mitigated any risk involved.
1.2 Appropriate policies and procedures to safeguard and promote the welfare of all children attending the provision.
What it looks like in practice?
There is an adequate safeguarding/child protection policy in place.
There is a managing allegations, and whistleblowing policy in place.
Policies have evidence of annual review.
Policies include appropriate contacts for external referrals
Policies around staff conduct, anti-bullying and behaviour.
Policies are available to staff, commissioners, young people and parents/carers including being published online.
Policies are in line with the most recent KCSIE guidance.
There is a data protection policy in place.
Risk assessments should be in place for any learning that takes place in a shared space (home, community space, in public etc)
Support:
You should have a thorough and detailed safeguarding policy in place that aligns with KCSIE, Working with children and local guidance and legislation. It’s worth checking your local safeguarding boards guidance too. Some have particular requirements on a local elvel.
Your safeguarding policy should be backed by a suite of supportive policies including those for:
Managing Allegations Policy Template
Whistleblowing Policy Template
Data Protection Policy Template
Parent-Friendly Safeguarding Policy Template
Download our templates to help structure your policies. You will have to make sure review dates are added and accurate and that contacts on the policies are personalised to your location and setting. Each year they will need updating in line with the most recent KCSIE guidance and any new legislation that has been published.
Policies should be published on your website and sent to commissioners as part of the arrangements for placements. All staff should read policies as part of induction (and sign to say they have done so) and have easy access to copies for reference. Keep a physical file available in your setting and copies in any electronic staff shared area.
Wherever your learning takes place the premises needs to have a thorough risk assessment in place.
1.3 Robust procedures are in place outlining how to respond when a safeguarding or welfare concern arises
What would it look like in practice?
Staff receive structured and recorded training and induction around safeguarding. Training is updated annually with regular local updates as necessary.
All staff could outline appropriate procedures verbally.
Agreements are made at the start of placements between commissioners and provision staff around reporting and follow up of safeguarding concerns.
Pastoral structures give potential for managing support for children internally.
The organisation has capacity (with support) to undertake and early help assessment. It helps if staff are part of local safeguarding networks.
Written records are kept of all concerns. All concerns should be shared with commissioners, parents/carers and other appropriate authorities.
Safeguarding and personal records should be kept safe and secure
Support:
All your staff should have had training in when and how to raise a concern. Training should be recorded on a staff training record (see a page of our example SCR).
There are several commercial packages online which record and manage safeguarding concerns. These are the best option but (especially if you’re starting small) may be too expensive. You can use your own form if necessary.
Get involved in local networks to make sure you are updated regularly around specific local vulnerabilities. Make sure staff are updated on these too. Keep a record of when staff get additional training.
As part of pre-placement paperwork make sure referral and information pathways for safeguarding, progress, attendance and behaviour are recorded. It’s also helpful to make sure you’ve got finance contacts so you can easily chase invoices and payment queries.
Referral pathways and communication record
Test the pathways before you get to a crisis point with a child.
Understand Early Help assessment procedures and local safeguarding thresholds and frameworks. These can be found on your local safeguarding boards website. Work to build local contacts too so you have a ready referral point for young people and families who, for example, need a food box, have housing problems or are victims of domestic abuse.
Ensure all safeguarding and personal records are kept confidentially and securely. Set structures for regularly reviewing concerns and accountable structures so DSL’s making decisions on referrals and escalation are well-supported. A DSL should formally review all concerns on a scheduled basis to check nothing has slipped through the cracks. It’s also helpful for your team to have a daily short de-brief together to catch any issues on a same-day basis.
1.4 All staff should be familiar with the provider’s arrangements to safeguard and promote the welfare of childrenStaff receive structured and recorded training and induction around safeguarding. Training is updated annually with regular local updates as necessary.
What would it look like in practice?
All staff understand and know how to implement the policies mentioned above.
Induction for staff includes training on how to report concerns and when to make referrals.
All permanent staff should have annual child protection training.
Procedures for escalation are contained on safeguarding policies.
Case studies are kept of example responses and escalation.
Staff have safeguarding support in order to check/de-brief decision-making.
The provision has an adequate, confidential record keeping system, concern review processes and staff have had training on recording incidents.
The level of training and information given to temporary staff, volunteers and contractors is proportionate and has a risk-based approach.
Support:
Make sure you have an induction plan for staff which covers all the policies and information they need. Make sure they sign to record they have read and understood them.
Check all staff have basic safeguarding training and DSL’s have appropriate level training (redone every 2 years).
Annually update staff training in line with any local changes and updates in KCSIE – record this.
Where referrals are made keep a timeline and case study to show impact.
Report on key safeguarding measures (number of concerns, referrals, areas of vulnerability etc) to leaders to drive proactive responses. If criminal exploitation is a problem, for example, then invite visiting experts in, add teaching around this to your curriculum and develop police contacts and support.
Include training for staff on how to record incidents appropriately. You may have to share concerns across organisations or even in court. The quality of your records could make the difference for a young person and certainly show your professionalism to the LA or schools when they are shared.
1.5 Providers should have a named child safeguarding lead who has received appropriate, documented training
What would it look like in practice?
The setting has a named designated safeguarding lead and a deputy – the deputy has the same level of training.
DSL’s carry responsibility for the following (are there examples of these in practice?)
Liaising with commissioners and external agencies
Overseeing pupil risk assessments
The recording of incidents and concerns
Working with case managers and the LADO after allegations or where there is a concern with commissioners
Training and support of staff
Attending multi-agency meetings
Drafting and reviewing safeguarding policies
Keeping up-to-date with government and local guidance
Training for the DSL should have been updated in the last two years
Support:
For DSL’s you need specific training for safeguarding leads. The NSPCC does one https://learning.nspcc.org.uk/training/designated-safeguarding-lead-for-schools-and-colleges-training
and there a lot of other providers available to fit any requirements around timing, online, face-to-face etc.
Make sure this training is recorded on your training record and the DSL has a Deputy who has a similar level of training.
Have a clear job description for the DSL so responsibilities are clear and make sure they have the resources and time to fulfil these.
Support for DSL’s is important. In small provisions this isn’t always possible. At Close the Gaps we offer ongoing safeguarding support including running investigations or supporting with complaints where you need an external and independent eye. See more details here.
1.6 Access to the site is restricted to the children receiving provision, the provider’s own staff, and supervised visitors.
What it looks like in practice?
Visitor protocols and procedures are in place including signing in and delivering safeguarding information.
Entry points are manned or restricted
Young people are supervised at all times including at entry, departure and social times.
Any contractors have had appropriate checks or are fully supervised
Appropriate risk assessments are in place where learners have contact with anyone outside the organisation and sites are shared.
Where a site is shared pupils should be supervised at all times.
Support:
Make sure that entry is restricted and that you have a procedure for dealing with visitors.
Where you share the space with the public make sure there is a risk assessment made which reflects this. Include supervision of your young people at all times.
2. Health and Safety
2.1 An appropriate health and safety policy is in place and implemented effectively
What it would look like in practice:
Health and Safety policy is in place and adequate.
H&S policies are part of staff induction and understanding is recorded on training records.
The policy should include:
A general statement on health and safety
How H&S tasks are delegated (a responsibilities section)
Arrangements for risk assessments including those around activities, specialist equipment and individuals
Lone working arrangements
Arrangements around medications
Practical measures to reduce risk
How injuries and accidents are recorded and reported
How the policy is established, reviewed, monitored and revised
Policies should link with government guidance on:
Supporting pupils at school with medical conditions
H&S: responsibilities and duties for schools
All staff have received information and instruction around H&S
Staff can assess risks specific for their job
Risk assessments are in place and are informed by appropriate levels of expertise
Consultation around H&S takes place across all staff
Staff are aware of their roles and responsibilities around H&S
Support:
You need to have a Health and Safety policy in place.
Health and Safety Policy Template
Make a staff induction plan which includes H&S and record this on their training record.
Additional H&S policies and paperwork to have in place are:
Risk assessments should be in place for the premises, any specialist equipment, specific activities and, where necessary, individual pupils.
Trips and Visits Risk Assessment
Staff should have access to risk assessments and structures should be put in place at all levels of the organisation for them to feedback on H&S concerns. Keep evidence of where this is done and the actions taken.
H&S checks should take place and be recorded on a daily, termly and yearly basis. Frameworks for these audits can be found here:
Where you share the space with the public make sure there is a risk assessment made which reflects this. Include supervision of your young people at all times.
2.2 First Aid equipment and/or facilities are readily available and there are arrangements for access to a qualified first aider.
What it would look like in practice:
First Aid equipment is adequate (at least to minimum HSE standards), in place and regularly checked.
Appropriate numbers of staff are first aid trained and on site
A written first aid policy is in place
Information is shared around location of equipment and how to contact first aiders.
Designated first aiders should have completed appropriate training and hold a valid certificate
Support:
Appropriate first aid kit contents can be found here: https://www.hse.gov.uk/simple-health-safety/firstaid/what-to-put-in-your-first-aid-kit.htm
Make sure there are first aid trained staff on site at all times. Record the training they have taken and keep a copy of their certificate in their files.
2.3 A system should be in place and in use for recording and reporting health and safety and first aid incidents.
What it would look like in practice:
Incidents are recorded in writing
Incidents are reported in line with DfE guidance for schools
Incidents are reviewed for lessons learnt and examples can be given of how practice has changed as a result.
Support:
First aid and H&S incidents are recorded and regularly reviewed for lessons learnt.
Incident recording sheet example.
When and how to report H&S Incidents
When and how to report First Aid Incidents
Make sure you have clarified in H&S and first aid policies which incidents should be reported on to external bodies.
2.4 All specialist equipment used by the provider should have undergone relevant inspection and safety checks consistent with industry standards.
What it would look like in practice:
Records are kept of H&S checks on equipment.
Electrical equipment is PAT tested and records kept.
Risk assessments are in place for premises and activities.
Staff have specific training for any specialist equipment.
Support:
Make sure all electrical equipment is PAT tested and has a sticker certifying this on.
Specialist equipment needs a maintenance schedule and staff need training to use any particularly if it may carry additional risks.
Make sure any specialist equipment has a risk assessment in place.
Maintenance schedules and checks should also be in place for safety equipment such as fire alarms and extinguishers.
Where you hire facilities you should have some checks of the Landlords processes in place.
2.5 Staff hold appropriate qualifications and be suitably trained in the use of specialised equipment
What it would look like in practice:
Staff have specific training for any specialist equipment or activity and this is recorded and evidenced.
Support:
Make sure training is recorded on the training record and in staff files.
2.6 An appropriate fire safety policy should be in place
What it would look like in practice:
The fire safety policy is in line with the DfE’s fire safety risk assessments in educational premises
A fire risk assessment has been carried out, these findings are recorded and retained and regularly reviewed
Procedures are in place to reduce the likelihood of fire
Fire detection and alarm systems are well maintained
Staff and children are familiar with the emergency evacuation procedures
An evacuation plan is in place
Special circumstances involving individuals at greater risk or materials that cause greater risk are taken into account in planning
Fire drills are regular
Records are kept of fire safety equipment checks and fire drills.
Fire drill procedures are clear and publicised.
Support:
Get an expert to carry out a fire risk assessment for you and make sure you have actioned any points of concern on the report. Review this regularly or whenever there are major changes.
Members of your staff should be trained as fire wardens.
Equipment such as sprinklers, alarms, smoke detectors and extinguishers should be kept maintained and checked regularly.
Fire drills and alarm tests should be regular and recorded.
Make sure staff and student induction includes evacuation plans and these plans are also publicised around your building.
3. Admissions Support and Guidance
3.1 Admission and referral procedures should be clearly documented and well supported.
What it would look like in practice:
An appropriate admissions and referral policy is in place. These include:
An overview of the provision, aims and objectives, examples of provision and support.
A named contact overseeing admission should be shared with parents/carers.
Admissions policies do not discriminate on any protected characteristic and make reasonable adjustments for those with disabilities.
Admissions and referral processes include input from children and parents/carers
There is a structured procedure for referrals that collects information from all stakeholders to ensure that young people start with a clear and shared understanding of their needs, risks and the objectives of the placement.
Contact details for referrals are clearly advertised.
The setting understands and has defined the needs of the pupils it aims to support.
Support:
Develop a brochure/leaflet for parents and commissioners which outlines the provision. An example is here.
An admissions policy should be in place.
Set up referral processes that are detailed and collect information from all stakeholders.
Make sure that your website includes a contact form for referrals.
Clearly define the needs of the pupils you support and make sure this is publicised. A framework for this may be:
‘We support……..to……..by………’
Who do you support (ages, needs, etc)?
What do you help them do (re-integrate, move to college, re-engage, reduce mental health problems etc.)?
How do you do this (trauma-informed approach, relational approach, home-from-home, individual mentoring etc.)?
3.2 Providers should maintain records, including information supplied by commissioners, for all children placed in their settings
What it would look like in practice:
Each pupil has an information set including:
Emergency contacts
Previous school admissions and attendance history
Academic performance reports
Individual plans including EHC plans, healthcare plans
Information about health needs
Records of behaviour, exclusions
Referral information
Safeguarding records
Risk assessments
Induction checklist
Regular reviews of progress
Support:
Make sure your records for pupils include all the information in this checklist. Create an example pupil information list to show as evidence during checks.
Keep regular reviews of progress and make aims of each placement clear.
3.3 Providers should have an induction process to help children to understand the intended outcomes of their placements and their setting’s safeguarding and health and safety policies
What it would look like in practice:
An induction policy is in place
Inductions are planned and structured and include H&S, safeguarding, behaviour, e-safety, parental consent, and complaints procedures.
Induction procedures are structured for successful transitions and include assessing and understanding students
Students understand what to do if they have concerns or do not feel safe
Induction plans for students should include timetables and behaviour and attendance expectations
An individual risk assessment should be in place where there are significant safeguarding concerns
Induction processes should include commissioners and parents/carers so they can support learning
Support:
Have an induction policy in place which covers the key information a young person needs to succeed at your provision.
Publicise how to report concerns around your building as well as through your website.
Have a student and parent contract in place around your expectations.
3.4 Providers should record pupil attendance for each session and share information promptly with commissioners. Processes should be in place for checking on the health and welfare of absent children, and to agree strategies to improve attendance
What it would look like in practice:
Attendance is recorded for every session and communicated to commissioners punctually (within 30 minutes of the start of a session)
Absences should be followed up urgently and find out the reason, identify whether absence is approved and ensure safeguarding actions as a result
Agreements with commissioners delegate who takes forward absence concerns and actions
Barriers to attendance are addressed
Parents and carers are collaborated with
Attendance is reviewed with commissioners at least every 6 weeks
An attendance record is kept and strategies are in place to monitor, analyse and improve attendance for all learners.
Settings understand school attendance codes and frameworks and work with commissioners to improve long-term attendance.
Support:
Put attendance recording in place and communication processes to inform commissioners daily and within 30 minutes of start times. Use codes appropriately and be aware of this document around attendance from the DfE which is now statutory for schools:
https://www.gov.uk/government/publications/working-together-to-improve-school-attendance
Put attendance processes in place that show how non-attendance is followed up and how safeguarding is assured in these situations. Where attendance is a specific issue for a young person have specific individual plans which look to understand and address their unique barriers to attendance.
Keep records and case studies showing attendance figures, interventions and improvement for individuals and as a provision.
3.5 All providers should have a strategy to support good behaviour for learning, to record children’s behaviour and progress, and to share information about behaviour routinely with commissioners and parents
What it would look like in practice:
A behaviour policy is in place and is implemented consistently
Staff are trained in behaviour management and the provisions policy including on de-escalation.
Records are kept of pupil behaviour including prompt reporting of significant incidents with commissioners and parents
Communication is made regularly to all stakeholders regarding learner progress. Communication happens through both informal and formal channels and includes positive and negative examples. Formal reports and reviews against individual plans are made at least 6 weekly.
Support:
Put a behaviour policy in place – the policy content should be evident in watching implementation in your provision. The policy can be styled around your approach to behaviour and is probably more likely to be bespoke to your approach than most other policies. The key is to make it a policy that can then be evidenced by the way staff handle behaviours. This means it should be backed by training, support and QA.
Keep and review records of significant behaviour measures and incidents: child-on-child abuse, bullying, suspensions, ended placements etc. Review these regularly to address trends.
Make sure positive and negative progress around behaviour is shared with all stakeholders regularly. Keep a record of contact.
3.6 The setting records pupil behaviour and progress and shares information routinely with schools and parents, and/or with the local authority if the child is not on a school admission register.
What it would look like in practice:
Communication is made regularly to all stakeholders regarding learner progress. Communication happens through both informal and formal channels and includes positive and negative examples. Formal reports and reviews against individual plans are made at least half-termly.
Support:
Each young person should have an individual plan with specific targets set by the provision, the young person, carers/parents and commissioners. This plan should be reviewed formally at least 6 weekly.
All stakeholders should receive regular formal and informal updates, these are definitely strengthened by making them when progess is positive as well as when issues arise.
4. Quality of Education
4.1 Teaching staff and instructors should have the appropriate skills, knowledge and qualifications to deliver programmes.
What it would look like in practice:
Records are kept of staff qualifications and experience. Where possible qualifications are delivered by specialist staff. Where there are gaps in knowledge (eg SEND) connections are made and support is added to supplement staff knowledge.
Support:
Keep records of qualifications on staff records but also use pen portraits to help evidence expertise to commissioners. It may be appropriate to draw in expertise in areas where you perceive there are gaps.
Do a skills audit of staff and use this to create a development plan of areas where they need CPD and support. Use external support and expertise to help address weaker areas in the knowledge of your staff.
4.2 Planning for learning shows lesson/session plans identify the knowledge, skills and understanding that all children attending their settings will aim to achieve
What it would look like in practice:
A curriculum overview/policy is in place including plans for implementation
Schemes of work are in place and shared with commissioners
Learning is planned on a long, medium and short-term basis. There is an understanding of learner starting points and what knowledge, skills and understanding are needed to get them to their objectives. Learning opportunities reflect this.
The intended outcomes of the curriculum are clear
The curriculum is relevant and appropriate for all pupils.
Providers are aware of adaptations and needs of pupils in planning the curriculum
Compliance with awarding bodies is in place where appropriate
Support:
Your curriculum should be planned with a rationale that enables you to deliver against your aims for the young people. Your intent for the curriculum and the way it is structured should be outlined in a curriculum policy. A template doesn’t work for this as each setting is so specific but these examples are available through AP websites:
Accompany all your teaching with schemes of work to demonstrate planning on a long, medium and short-term basis.
The learning gaps and needs of the young people should be reflected in the teaching. Make sure there are ways staff can get information around pupils and that this is evident during teaching sessions in the way learning is adapted.
4.3 There is a clear process for setting targets and monitoring learning progress, supporting re-integration and transition where appropriate, and for taking actions if progress is not on track
What it would look like in practice:
There are regular opportunities for staff to assess and reflect on progress.
Records and assessment directs teaching and instruction
Learners and commissioners understand the levels of progress at any point across the placement this is reviewed at least every 6 weeks
Parents and carers are regularly updated
A lack of progress and concerns are raised with commissioners promptly
Support:
All pupils should be on a cycle of delivery and regular review and evaluation. Our pupil plans (above) can be useful for this.
Any problems with progress should be promptly raised with commissioners, no poor report or review should come as a shock to parents/carers or commissioners. All communication should be recorded to provide evidence.
4.4 Providers should have processes in place to self-evaluate whether they are effective in delivering the commissioned services
What it would look like in practice:
There is a continual evaluation process in place from providers to bring confidence of the quality of the setting
Improvement and development plans show an understanding of strengths and areas for improvement
Staff and pupils self-assess progress
Feedback is taken and recorded from all stakeholders
KPI’s are clear and measured for each placement
Audit reports are in place
QA visit records are kept with records of actions taken as a result
Support:
Use a self-evaluation process. Audits for safeguarding and against these standards can be helpful.
At Close the Gaps we can bring an external view and support you around action planning and delivering improvement. Get in touch about these here.
Any QA or audit should lead to an understanding of your strengths and areas for development. Plans should be put in place to support improvement where necessary.