Introduction
Most children and young people attend mainstream schools, but some may require alternative educational arrangements due to special educational needs and disabilities (SEND), medical conditions, mental health difficulties, safeguarding concerns, school exclusions, attendance difficulties, or other circumstances affecting their ability to access mainstream education.
Alternative education is not a lesser form of education. It is intended to ensure that children and young people can continue learning in environments that meet their individual needs, promote wellbeing, and support positive educational outcomes.
This guide explains:
- Alternative Provision (AP)
- Pupil Referral Units (PRUs)
- Specialist Schools
- Hospital Education
- Education Other Than At School (EOTAS)
- Managed Moves
- Reintegration Support
- Educational Rights
- Evidence Standards
- Complaints and Accountability
- Support Services
- Legal Rights and Responsibilities
This information is provided as general guidance and signposting only and should not be considered legal advice.
Understanding Alternative Education
Alternative education refers to educational arrangements outside a traditional mainstream school setting.
Alternative provision may be considered where a child or young person:
- has been excluded
- is at risk of exclusion
- cannot attend school due to illness
- has significant SEND needs
- experiences severe anxiety or EBSA (Emotionally Based School Avoidance)
- requires specialist support
- needs temporary educational arrangements
- requires safeguarding support
The aim should always be to provide suitable education that meets individual needs and promotes learning, wellbeing, safety, and future opportunities.
Alternative Provision (AP)
Alternative Provision refers to education arranged for children who cannot attend mainstream school for various reasons.
Examples include:
- Alternative Provision Academies
- Independent Alternative Providers
- Vocational Education Programmes
- Therapeutic Educational Settings
- Specialist Behaviour Support Provision
Alternative Provision may help support:
- engagement in learning
- attendance
- emotional wellbeing
- behaviour support
- transition back into education
Government Guidance:
https://www.gov.uk/government/publications/alternative-provision
Pupil Referral Units (PRUs)
PRUs are specialist educational settings providing education for children who are unable to attend mainstream school.
Reasons may include:
- exclusion
- behavioural difficulties
- mental health difficulties
- safeguarding concerns
- temporary educational placements
PRUs should:
- provide suitable education
- support personal development
- help improve outcomes
- prepare children for future educational opportunities
PRU placements should be reviewed regularly.
Government Information:
https://www.gov.uk/types-of-school/pupil-referral-units-prus
Specialist Schools
Some children and young people may require specialist educational settings.
Specialist schools may support:
- autism
- learning disabilities
- physical disabilities
- sensory impairments
- social, emotional and mental health needs
- complex medical conditions
Placements should be based on assessed needs and available evidence.
Parents and carers should be involved in decision-making wherever possible.
Hospital Education
Children who cannot attend school because of illness or medical treatment may still be entitled to education.
Support may be available through:
- hospital schools
- home tuition
- local authority arrangements
- online learning provision
Local authorities have responsibilities to ensure suitable education is available for children unable to attend school due to health needs.
Government Guidance:
Education Other Than At School (EOTAS)
EOTAS refers to educational provision arranged outside a school setting.
EOTAS may be considered where:
- school attendance is unsuitable
- a child's needs cannot reasonably be met within a school environment
- specialist provision is required
Examples may include:
- home-based education packages
- therapeutic provision
- specialist tutors
- community learning programmes
EOTAS decisions usually require substantial evidence demonstrating why school attendance is unsuitable.
Managed Moves
A managed move is a voluntary agreement between schools to support a child moving from one school to another.
Managed moves may be considered:
- before exclusion
- where relationships have broken down
- where additional support may be available elsewhere
Managed moves should:
- be properly planned
- involve parents and carers
- prioritise the child's best interests
A managed move should not be used to avoid lawful exclusion procedures.
Reintegration Support
Some children may require support returning to education after:
- illness
- exclusion
- mental health difficulties
- safeguarding concerns
- alternative provision placements
- prolonged absence
Support may include:
- phased returns
- additional pastoral support
- SEND support
- mental health support
- attendance plans
Successful reintegration should focus on wellbeing and sustainable progress.
Alternative Pathways
Not every child follows the same educational route.
Alternative pathways may include:
- vocational learning
- apprenticeships
- supported internships
- college-based programmes
- specialist training providers
- community learning opportunities
The goal should be helping young people develop skills, confidence, qualifications, and future opportunities.
Educational Rights
Every child has the right to access suitable education.
Relevant legislation includes:
- Education Act 1996
- Children and Families Act 2014
- Equality Act 2010
- Human Rights Act 1998
Rights may include:
- access to education
- reasonable adjustments
- SEND support
- fair decision-making
- protection from discrimination
- access to complaints procedures
Government Education Information:
SEND, EHCPs & Alternative Education
Children with SEND may require additional support.
This may include:
- SEN Support
- Education, Health and Care Plans (EHCPs)
- specialist provision
- alternative educational arrangements
Government SEND Information:
https://www.gov.uk/children-with-special-educational-needs
SEND Code of Practice:
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Evidence Standards
Where educational decisions involve alternative provision, EOTAS, specialist placements, or disputes, evidence is often important.
Evidence may include:
- school records
- attendance data
- educational psychologist reports
- medical evidence
- SEND assessments
- occupational therapy reports
- speech and language reports
- CAMHS reports
- safeguarding records
Good evidence should be:
- relevant
- accurate
- professional
- up-to-date
- child-focused
Accountability & Decision-Making
Schools, local authorities, and educational bodies should make decisions that are:
- lawful
- evidence-based
- transparent
- proportionate
- child-centred
Parents and carers should be given opportunities to:
- participate in discussions
- understand decisions
- challenge decisions where appropriate
- access complaints procedures
Complaints & Challenging Decisions
Where concerns arise, individuals may consider:
Informal Resolution
- speaking with the school
- discussing concerns with SENCOs
- requesting meetings
Formal Complaints
- school complaints procedures
- academy trust complaints procedures
- local authority complaints
SEND Disputes
- mediation
- SEND Tribunal appeals
Government Information:
https://www.gov.uk/schools-admissions/appealing-a-schools-decision
SEND Tribunal Information:
https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability
School Exclusions & Alternative Provision
Where exclusion occurs:
Parents and carers may have rights to:
- receive information
- challenge decisions
- attend review meetings
- seek independent advice
Government Exclusion Guidance:
Mental Health & Alternative Education
Some children accessing alternative education may experience:
- anxiety
- trauma
- depression
- school-related distress
- EBSA
- social difficulties
Educational planning should consider wellbeing alongside academic progress.
NHS Mental Health Services:
https://www.nhs.uk/mental-health/
YoungMinds:
Advocacy & Independent Support
Independent organisations may help families understand:
- educational rights
- SEND processes
- complaints procedures
- EHCPs
- appeals
Support Organisations:
IPSEA:
SENDIASS:
https://www.iassnetwork.org.uk/
Contact:
National Autistic Society:
Useful Government Information
Department for Education:
https://www.gov.uk/government/organisations/department-for-education
SEND Support:
https://www.gov.uk/children-with-special-educational-needs
Alternative Provision:
https://www.gov.uk/government/publications/alternative-provision
Education for Children with Health Needs:
SEND Code of Practice:
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Important Reminder
Every child and young person deserves access to suitable education that supports learning, wellbeing, inclusion, and future opportunities.
Alternative education should not be viewed as failure. For many children and families, alternative educational arrangements provide valuable support, specialist expertise, and pathways that better meet individual needs.
Parents, carers, children, and young people should feel empowered to ask questions, seek support, request evidence, challenge decisions where appropriate, and participate meaningfully in educational planning.
The best educational outcomes are often achieved when schools, families, local authorities, health professionals, and support services work together in the best interests of the child.
Key Alternative Education Rights & Changes
Section 19 Duty
Local authorities must arrange suitable education for compulsory-school-age children who would otherwise miss suitable education because of illness, exclusion or another reason.
Education Act 1996 – Section 19Updated Exclusion Guidance
Updated statutory guidance took effect on 26 July 2026. It includes updated rules on off-site direction, pupil movement and responsibilities following suspension and permanent exclusion.
2026 Exclusion GuidanceNon-School AP Standards
DfE published voluntary national standards for non-school alternative provision in August 2025. They support consistent local commissioning, oversight and quality assurance.
National AP StandardsInclusion Bases – June 2026
DfE's inclusion-bases guidance supports mainstream schools and local authorities to create high-quality in-school provision for pupils with SEND, behavioural, pastoral, exclusion-risk or attendance needs.
Inclusion Bases GuidanceSection 19: When the Local Authority Must Arrange Education
Section 19 of the Education Act 1996 is central to many alternative-education disputes. It applies where a compulsory-school-age child would not otherwise receive suitable education because of illness, exclusion or another reason.
Suitable Education
The education must be suitable to the child's age, ability, aptitude and any special educational needs they may have.
School Roll Does Not End the Duty
Health-needs guidance covers children who are on a school roll, children who are not on roll and children who can attend only intermittently.
Full-Time Is the Starting Point
Local authorities should normally provide suitable full-time education, although part-time education can be appropriate where the child's physical or mental health means full-time education would not be in their best interests.
Keep Evidence of Missed Education
Record the dates and hours of education actually delivered, not only what was offered. This can help identify long gaps or provision that does not match need.
The 15-School-Day Health-Needs Trigger
The 15 days can be consecutive or cumulative across the school year. Provision may include home teaching, hospital education or a combination, depending on need.
GOV.UK – Illness & Your Child's EducationRules Effective From 26 July 2026
Suspension: First 5 Days
For a suspension of 5 school days or less, the school should set and mark suitable work for the pupil.
Suspension: Day 6
Where the suspension lasts longer than 5 school days, suitable full-time education must begin from the sixth school day for a compulsory-school-age pupil.
Permanent Exclusion: Day 6
After permanent exclusion, the local authority must arrange suitable full-time education from the sixth school day.
Informal Exclusion Is Unlawful
A school cannot avoid the formal exclusion process by sending a child home unofficially, even where a parent agrees.
Temporary Off-Site Placements to Improve Behaviour
Off-site direction is different from a managed move. It is a temporary direction requiring a pupil to attend another education setting to improve behaviour.
Time-Limited
A proposed maximum period should be considered and discussed when the placement is planned, together with objectives and review arrangements.
Can Be Part-Time
Depending on the pupil's needs, an off-site direction can be full-time or combine alternative provision with continued mainstream education.
Parents Must Be Informed
Current statutory guidance requires clear communication about the placement, including why it is being used and how it will be reviewed.
PRUs – New 2026 Power
From 26 July 2026, PRU management committees can also make off-site directions subject to the statutory procedural requirements.
Managed Move or Off-Site Direction?
Managed Move
A managed move is a voluntary planned intervention intended to lead to the pupil's permanent transfer to another mainstream school. It should be agreed by the parties involved and used only where it is in the pupil's best interests.
Off-Site Direction
An off-site direction is temporary and used to improve behaviour. It does not itself permanently transfer the pupil to another school.
EOTAS Is Not the Same as Home Education
Formal EOTAS
For a child or young person with an EHC plan, section 61 of the Children and Families Act 2014 provides a route for special educational provision to be delivered otherwise than at a school or post-16 institution where the legal test is met.
Children & Families Act – Section 61Elective Home Education
Elective home education is a parent's choice to take responsibility for arranging a suitable education. It is not the same as local-authority commissioned EOTAS or alternative provision.
Home EducationChecking an Alternative Provision Provider
Who Commissioned It?
Ask whether the placement was commissioned by the school or local authority, and who remains responsible for monitoring attendance, safeguarding, curriculum and progress.
Is It Registered?
Some AP providers are registered schools and some are non-school or unregistered providers. A setting that legally meets the definition of an independent school must be registered.
What Is the Curriculum?
Ask what subjects, qualifications and hours are provided, how SEND needs are met and whether the child can progress to their intended next stage.
What Is the Review Plan?
A good placement has defined objectives, named contacts, progress measures and regular review rather than being left open-ended.
Inclusion Bases – New DfE Guidance June 2026
Inclusion bases are provisions within mainstream schools for pupils who need additional support. They can support SEND, behavioural and pastoral needs, pupils at risk of exclusion and pupils with low attendance.
Attendance Problems, EBSA & Alternative Provision
Persistent absence, anxiety or EBSA does not automatically determine which educational arrangement is legally required. Schools and local authorities should identify barriers, assess needs and decide what support or provision is suitable for the individual child.
Support First
Attendance planning should consider barriers such as SEND, health, safeguarding, transport, bullying, anxiety and family circumstances.
Section 19 May Become Relevant
Where a child cannot access suitable education at school and would otherwise receive none, the local authority's Section 19 duty may need to be considered.
Part-Time Timetables Need Review
Reduced timetables should be exceptional, time-limited and regularly reviewed rather than used indefinitely to manage behaviour or unmet need.
Remote Education Is a Tool
Remote learning can form part of a suitable package but should not be used automatically as a substitute for addressing barriers to attendance or unmet SEND.
What Families Should Ask For in Writing
Reason for Placement
Why AP, PRU, specialist provision, hospital education or another route is being proposed.
Legal Basis
Who is arranging the provision and under which duty, power or school process.
Education Package
Hours, curriculum, qualifications, SEND provision, therapy, transport and staffing.
Review & Exit Plan
Review dates, measurable outcomes, reintegration plans and next-stage progression.
Alternative Education Across the UK
England
Alternative provision operates alongside Section 19 of the Education Act 1996, the SEND framework, PRUs/AP academies, health-needs provision and the current suspension/exclusion guidance.
England AP GuidanceWales
Wales uses the term EOTAS for local-authority arranged education outside school. New Welsh Government guidance published on 27 March 2026 explains how the ALN Act and ALN Code apply to learners receiving EOTAS.
Wales ALN & EOTAS 2026Scotland
Scottish education authorities can use mainstream, specialist, flexible or alternative arrangements to meet need. Additional-support duties sit under the Education (Additional Support for Learning) (Scotland) Act 2004 and the refreshed statutory Code published in February 2026.
Scotland Additional Support Code 2026Northern Ireland
Northern Ireland's EOTAS provision supports children who cannot access suitable education because of social, emotional, behavioural, medical or other issues, including pupils who have been suspended, expelled or disengaged.
Northern Ireland EOTAS