Alternative Provision placements for secondary pupils
We deliver structured AP placements for pupils who are not in mainstream school — including those with persistent absence, behaviour difficulties, or SEN/SEMH needs. Bedfordshire is our core area, and we also serve schools across Hertfordshire and Buckinghamshire.
Is this AP suitable?
Designed for pupils who are:
- Persistently absent from school
- At risk of permanent exclusion
- On a managed move between schools
- Experiencing SEMH difficulties
- Refusing to attend school
- Awaiting a specialist placement or EHCP assessment
May not be the right fit yet if the young person:
- Requires immediate clinical or crisis intervention
- Needs secure or residential accommodation
- Has no school or local authority involvement in the referral
What the provision includes
Structured weekly timetable
Sessions planned around clear goals, delivered consistently each week.
1:1 mentoring
Regular mentoring to build trust, track progress and address barriers.
Half-termly reviews with school
Written progress updates and review meetings with the referring school.
Family and agency coordination
Working alongside families, social workers and other professionals involved.
Reintegration planning
A clear plan to support the young person's return to school or next steps.
Progress reports
Regular written reports covering attendance, engagement and development.
How AP works in practice
School or local authority contacts us
By email or phone — a short initial conversation to outline the young person's situation.
We confirm suitability
We discuss the referral in more detail and agree whether our provision is the right fit.
Placement begins with agreed goals
A structured timetable starts, with clear objectives agreed between the school and our team.
Regular reviews and reporting
Half-termly reviews with the school, plus written progress reports throughout the placement.
Reintegration planning or agreed next steps
Before the placement ends, we work with the school and family to plan a supported transition.
Safeguarding, oversight and reporting
All staff are enhanced DBS-checked. We have a designated safeguarding lead and follow clear reporting procedures. Written progress reports are shared regularly.
Read our policiesOutcomes schools can expect
- Stronger engagement with learning, both in our sessions and on return to school.
- Better self-regulation, demonstrated through fewer behaviour incidents.
- Clearer communication between the young person, their family, and school staff.
- A practical re-engagement plan that the school can sustain after our involvement ends.
Why schools choose Directional CIC
- Led by a qualified teacher with 13 years' experience in education and youth work
- Lived experience in the communities we serve
- Structured reporting that schools can rely on for reviews and Ofsted evidence
- Safeguarding confidence — clear policies, DBS-checked staff, designated lead
- A direct line to the person doing the work, not a corporate team
Frequently asked questions
Ready to discuss a placement? Get in touch and we'll respond within 2 working days.