CCS061 Framework for Alternative Education Provision in Derbyshire

To provide short-term, structured interventions that prevent escalation of need and support pupils to remain engaged in mainstream education. This Lot focuses on early intervention for CYP in KS1 through to KS4, and post 16 who are at risk of disengagement due to low-level SEMH needs or Emotionally Based School Avoidance (EBSA). The provision is aimed at: (a) Preventing escalation to higher-tier or statutory provision (b) Stabilising attendance and engagement in school (c) Addressing early-stage SEMH and EBSA concerns (d) Supporting emotional regulation and resilience through targeted interventions (e) Enhancing family engagement and collaboration with schools (f) Strengthening inclusion practices within mainstream settings (g) Pupils who are still on roll at mainstream schools but require additional support to maintain engagement

To provide time-limited, structured interventions that support pupils at risk of exclusion to remain in, or return to, mainstream education, including CYP in KS1 through to KS4, and post 16. This Lot focuses on short-term placements (typically 6-12 weeks) designed to re-engage learners, improve behaviour, stabilise attendance, and facilitate successful reintegration into mainstream education. Provision supports CYP who are at risk of exclusion or unable to sustain a mainstream placement, including those who: (a) Need re-engagement in education (b) Require attendance or behaviour stabilisation (c) Present with EBSA, anxiety, or temporary medical needs (d) Require rapid access to learning while out of school (e) Would benefit from phased reintegration This Lot also applies to pupils who: (a) Require short-term AP to remain in or return to mainstream education (b) Experience disengagement, dysregulation, or repeated exclusion (c) Are temporarily medically unfit for school (d) Are unable to attend due to EBSA/anxiety (e) Require interim education while awaiting placement (f) Are CME/EOTISC requiring short-term tuition (g) Are stepping down from specialist AP (h) Require stabilisation or assessment before progressing to Lot C

To deliver full‑time, high‑quality specialist education for pupils in KS1-KS5 with complex SEMH and/or SEND needs who cannot access mainstream settings, offering a stable, therapeutic, and structured environment that supports academic progress, emotional regulation, social development, and positive behaviour change while preparing pupils for post‑16 pathways. The provision includes: (a) Personalised, needs‑led education (b) Therapeutic approaches to build emotional resilience (c) Behaviour stabilisation and reduction of risk behaviours (d) Continuity of learning towards accredited qualifications or functional skills (e) Preparation for successful post‑16 transitions (f) Strong multi‑agency and family engagement

To deliver early intervention, short-term alternative provision designed to address emerging SEMH, behaviour, or engagement needs in KS1-KS2 pupils and to strengthen readiness for the KS2-KS3 transition. This includes improving resilience, reducing escalation, and preparing pupils for secondary education. This provision is aimed to: (a) Identify and address early signs of disengagement before they escalate into medium‑ or high‑tier needs (b) Provide nurturing, structured SEMH and emotional literacy interventions (c) Improve resilience, confidence and independent learning behaviours (d) Support primary schools in preparing pupils for a successful transition into Year 7 (e) Provide targeted transition programmes that bridge learning, wellbeing, and behaviour readiness for secondary school (f) Reduce exclusions and escalation into Lot B or Lot C (g) Strengthen parental engagement to support stability and consistent attendance

To provide structured, high-quality vocational programmes for CYP in KS4 and post 16 who are disengaged from mainstream settings and at risk of becoming not in education, employment or training (NEET). The purpose of this Lot is to: (a) Offer aspirational vocational routes that build skills, confidence, and progression into post-16 pathways (b) Provide accredited or industry-relevant vocational learning (e.g., construction, mechanics, creative industries, digital media, hair & beauty, hospitality, trades) (c) Promote engagement through hands-on, practical learning tailored to individual strengths and career intentions (d) Ensure sustained post-16 destinations (education, employment, training, or apprenticeships) (e) Reduce NEET outcomes by embedding careers planning, employer engagement, and work-readiness skills into all programmes