Changing the Narrative: How Learning Hive is Transforming Alternative Provision

Alternative Provision plays a critical role within the wider education system. It works in close partnership with local authorities, schools, and families to ensure that the right support is provided at the right time for children and young people who, for various reasons, are unable to access or thrive in mainstream settings.

At Learning Hive, we understand that education is not one-size-fits-all. For some students, the mainstream classroom may not meet their needs due to health challenges, behavioural difficulties, or specific learning differences. Our role is not to replace mainstream provision but to complement it, bridging gaps and ensuring that every child has the opportunity to succeed.

In the past 18 months, Learning Hive has worked with over 100 students, each with unique circumstances and needs. By providing personalised, evidence-based education and support, we have seen remarkable transformations in their engagement, progress, and wellbeing.

Understanding Alternative Provision

Alternative Provision (AP) is designed for pupils who cannot attend mainstream schools, either temporarily or permanently. This may include pupils who have been excluded, those with medical or mental health challenges, or those awaiting placement in a suitable school setting.

At Learning Hive, we specialise in supporting children and young people with Special Educational Needs and Disabilities (SEND). Our tailored approach extends beyond the curriculum, focusing on social, emotional, and functional development to help learners build confidence and re-engage with their education.

The curriculum is personalised for each student, aligning with their needs, interests, and abilities. In doing so, we support both academic progression and personal development, equipping learners with the skills they need to transition successfully into the next phase of their education or training.

Case Studies: Evidence of Impact

Sammy’s Journey: Academic and Personal Growth

Sammy (name changed for safeguarding) is a Year 8 student diagnosed with Autism Spectrum Disorder (ASD), ADHD, anxiety, and language delay. Before joining Learning Hive, he had been out of school for 9 months and was struggling to access education. His attendance at his previous school had dropped to 25%, and his parents expressed concern about his lack of engagement and confidence.

Initial Approach: Sammy’s Education, Health, and Care Plan (EHCP) highlighted his difficulties with literacy, numeracy, and social communication. Our tutors conducted initial assessments to identify gaps in his foundational learning and incorporated his interests—films and photography—into a personalised curriculum.

Progress: Within six months:

• Sammy’s attendance improved to 90%, with full engagement in his one-to-one sessions.
• He advanced from working at a Key Stage 1 level in phonics and numeracy to a secure understanding of Key Stage 2 concepts.
• His handwriting and reading fluency improved significantly, with a 20% increase in his literacy assessment scores.

Social and Emotional Development: Sammy’s tutor built a strong rapport with him, using trauma-informed practices to create a safe and supportive learning environment. Sammy’s parents reported that he became more confident, was better able to regulate his emotions, and expressed pride in his academic achievements for the first time.

Outcomes: Sammy has now transitioned back to mainstream school part-time, attending registration and several lessons each day. His parents describe him as “a different child,” and his long-term aspiration is to work in the creative arts industry.

Mia’s Transformation: From Disengagement to Aspiration

Mia (name changed), a Year 10 pupil, was permanently excluded from school after struggling with undiagnosed ADHD and emotional regulation. She had spent three months out of education when she was referred to Learning Hive.

Initial Challenges: Mia lacked confidence in her abilities and believed that education was “not for her.” Her attendance was 0%, and she struggled to focus for more than 10 minutes at a time.

Bespoke Support: Recognising Mia’s interest in business and entrepreneurship, her tutor designed a curriculum that blended academic content (maths, English, and business studies) with practical skills such as budgeting and public speaking.

Progress: Over a 12-month period:

• Mia’s attendance increased to 80%, with consistent engagement in sessions.
• Her English working grade improved from a Grade 2 to a Grade 3/4, and she expressed interest in sitting her GCSEs.
• She developed confidence in her abilities, presenting a business pitch to her local youth council and receiving positive feedback.

Future Pathways: Mia is now preparing to apply to college, with aspirations to study business and eventually launch her own company. Her parents describe the intervention as “life-changing,” and Mia herself stated, “For the first time, I feel like I have a future.”

Evidence-Based Practice at Learning Hive

Our approach to Alternative Provision is informed by the latest educational research and best practices.

1. Small Group and Individual Tuition: Research by the Education Endowment Foundation (EEF) shows that small group tuition can result in up to four months of additional progress over the course of a year. Learning Hive’s model prioritises small group and one-to-one settings to maximise impact.
2. Trauma-Informed Practice: Our tutors are trained in understanding Adverse Childhood Experiences (ACEs) and implementing trauma-informed approaches. This includes building strong, positive relationships and using relational practice to help students feel safe and supported.
3. Focus on Social and Emotional Learning: Evidence highlights that social and emotional skills are critical for long-term success. Our sessions include activities that promote emotional regulation, communication, and resilience, tailored to each learner’s needs.

Supporting SEND Learners

For pupils with SEND, Alternative Provision provides an opportunity to access education in a way that meets their unique needs. At Learning Hive, we focus on:

• Tailored Curriculums: Designed around each student’s EHCP and specific interests.
• Specialist Support: Our team includes experienced SEND practitioners who provide targeted interventions, including support for autism, ADHD, and specific learning differences.
• Collaboration: We work closely with parents, carers, schools, and local authorities to ensure a holistic approach to support.

Our commitment to personalised education ensures that every student is given the tools and confidence to succeed, whether they are transitioning back to mainstream education or pursuing alternative pathways.

Measuring Our Impact

In just 18 months, Learning Hive has made a tangible difference:

• 95% of students demonstrated improved attendance and engagement.
• 88% showed measurable academic progress, particularly in literacy and numeracy.
• 76% successfully transitioned to mainstream schools, further education, or training.

These figures underscore the importance of Alternative Provision as a vital part of the education system, offering tailored solutions to meet the needs of the most vulnerable learners.

Looking Forward

At Learning Hive, we are committed to expanding our reach and refining our approach to ensure that every child has access to high-quality education and support. Alternative Provision is not just about addressing gaps in education—it’s about unlocking potential, building confidence, and helping young people envision and achieve brighter futures.

By continuing to work in partnership with schools, local authorities, and families, we aim to ensure that no learner is left behind.

Accessing Alternative Provision

If you believe your child could benefit from Alternative Provision, referrals are typically arranged through schools or local authorities. For children placed by Essex County Council or South Tyneside Learning Hive is an approved provider within the Individual Packages of Education (IPES) framework.

To learn more about how we can support your child, contact your local authority or school, or visit the IPES framework, for your borough’s website.