We focus on students with significant and complex additional needs who may be “lost to learning”, at significant risk of exclusion or out of school with a placement difficult to establish.

Who we include

This may include, but is not limited to, young people who have an Education Health and Care (EHC) Plan and young people who do not have an EHC Plan but are undergoing an Education, Health and Needs Assessment. Typically they will be young people who have been isolated in their learning journey through a number of factors. This has made them particularly difficult to place within local authorities and for whom existing arrangements within “Education Otherwise Than at Schools” (EOTAS) do not provide the firm base of a school attachment at a time of significant uncertainty within a family and young person’s educational journey. They are those who are at risk of becoming long term “Not in Education, Employment or Training” (NEET).

Our Aim

It is the R.E.A.L. Alternative Provision School’s aim to maintain learning within a young person’s community, whilst engaging partner services, in order to enable an holistic approach to meeting their additional needs within their locality. The focus is towards reintegration into an appropriate mainstream provision linked to both age and ability that will enable young people to lead useful and enjoyable lives within their community. The R.E.A.L. Alternative Provision School is a creative development of strategically placed Learning Hubs with linked, small community venues.

These provide opportunities for supporting a dynamic approach to reengagement through a curriculum model that is geared to re-establishing social opportunity for young people and their families/carers. (See our Curriculum Policy). We recognise our duty to embrace diversity and to work to overcome prejudice and we do not discriminate on grounds of ability, gender, ethnicity, race or religion. Admission is reliant on adherence to the school’s admissions procedures as set out in the Referrals Policy (See link to full policy below).

The referral process

Following an initial inquiry, referral papers for completion are issued. On receipt of completed referral papers, dialogue and meetings may take place with parents/carers and relevant professionals involved with the child and family and further necessary information gathered.

The admissions panel, comprising senior managers, considers all available information alongside the school’s admissions criteria and replies to the referring body with the decision regarding admission. If the decision is not to admit the pupil, we will discuss with the referrer other possible appropriate provision that could be made. If the decision is to admit a pupil, an acceptance form, with fee structure and terms and conditions, is sent to the funding body. On receipt of confirmation from the funding body that the place will be taken up, a parent/carer information pack is sent to the family. The pupil induction process then begins.

Associated Difficulties

In addition, they may have a range of associated difficulties such as:

  • Specific Learning Difficulties such as Dyslexia
  • Autism Spectrum Disorder or Asperger Syndrome
  • Moderate Learning Difficulties

The R.E.A.L Alternative Provision School will provide for a cohort of learners whose characteristics include:

  • Students with a perceived inability to participate in the social context of learning at the point of referral; leaving them oppositional and isolated – often up to one or two terms, in some cases significantly longer.
  • Their profile includes withdrawal from social interaction within family, community and school; marginalizing them from lifelong learning and employment opportunities.
  • Students who may have behaviours linked to early childhood trauma or attachment difficulties.
  • Students may have exceptional social interaction and communication difficulties linked to intellectual conditions such as autism, Asperger’s Syndrome, obsessive compulsive disorder (OCD), pathological demand avoidance (PDA)– which impacts on their ability to access established provisions without enhanced support.
  • Multiple excludees who cannot manage social interaction.
  • Exceptionally complex home situations, including the mental health problems of adults impacting on their ability to participate.
  • Students who have safeguarding profiles that may bar them from working with peers.
  • Students who may be on the verge of a placement away from their community as a result of appropriate educational provision not being readily available.
  • Students who are reengaged late in their school life (within KS4) who are not prepared for a move back to mainstream opportunities such as colleges and work skill schemes, often being unable to cope with large group or busy environments.
  • Students in care arrangements, where multiple placements have disrupted learning and led to disengagement or where placements are unstable and education needs to be flexible to meet rapidly changing home circumstances.

Oversubscription criteria:

Whilst maintained schools are required to publish the oversubscription criteria on their website, the R.E.A.L. Alternative Provision School does not operate an admissions criteria. Information about our admissions procedure is documented in our Admissions policy.

Our admissions policy is located in the policy section of our website here.

General information about school admissions processes in Nottinghamshire Local Authority is available from Nottinghamshire County Council’s website:

Admission enquiries should be addressed to the Office Manager, Nicola Holland.
T: 01623 423411