Building capacity, avoiding exclusion: A collaborative approach to supporting students 

Exclusions from school can be life-altering for students and have far-reaching consequences. In the space of a week, I’ve spoken with two local authorities who approached Tute with a clear concern: students sent to external providers after exclusions often face unsuitable placements, which can exacerbate their challenges rather than resolve them. 

It’s essential to emphasise that everyone involved- schools, local authorities, external providers- wants the best outcomes for their students. No one is being criticised for making difficult decisions, such as excluding a student or recognising that their setting isn’t the right place for certain learners. These are incredibly complex challenges where everyone is working towards the same goal: ensuring students can thrive in the most appropriate environment. 

The demand for Alternative Provision (AP) outstrips supply and capacity is stretched. Many AP settings designed for students with behavioural needs are now being asked to accommodate neurodiverse students, and students who don’t have additional needs but have been excluded. These incompatible cohorts create challenges that impact outcomes for everyone. 

One local authority shared an example of two Year 11 students who were achieving academically and had strong career aspirations. A single mistake rendered them unable to return to their school, yet placing them in a local AP setting alongside students with additional needs and behavioural challenges seemed disproportionate and potentially damaging to their education and aspirations. 

Another story comes from a school I spoke to today, determined not to exclude a student they affectionately described as an “absolute firecracker!”.  Despite the challenges that student presents, the school is committed to supporting them to complete their GCSEs this year. They’ve approached Tute to create a pathway specifically to help their student achieve this goal, showing how innovative solutions can meet individual needs without resorting to exclusion. 

Maintaining school attachment 

Research and experience highlight the importance of students maintaining attachment to their schools, with schools retaining responsibility for their education. Many schools work hard to avoid exclusion, recognising the long-term impact on students and society. One authority summarised this ethos as “invest to save,” acknowledging that the cost of preventing exclusion is far less than addressing its consequences (Institute for Public Policy Research, 2017). 

The Education Endowment Foundation (EEF) supports this view, showing that targeted interventions, such as those offered by Tute, can significantly improve outcomes for students at risk of exclusion. Their Behaviour Interventions Toolkit highlights the effectiveness of structured and personalised approaches to addressing behavioural challenges. 

Tute is about to pilot an exciting project with a school, funded by their local authority, to keep students onsite and prevent exclusions. By integrating Tute into an onsite AP setting, the school can offer a tailored solution that addresses individual needs, helps students maintain attachment to their school community, and delivers better outcomes. Together with the school, we will create a detailed case study to document and evidence the impact of this approach, showcasing how flexible provision can be a game-changer for supporting vulnerable learners. 

The role of flexible provision 

This isn’t about doing away with external AP settings- they remain vital and the right solution for many students. However, a “one size fits all” approach doesn’t work in education. Many students need a different path. 

Tute’s role is to: 

• Avoid exclusions: By providing capacity for schools to keep students onsite, Tute helps maintain school attachment and prevent the disruption of exclusion. 

• Support reintegration: When exclusion occurs, Tute provides flexible, high-quality education that helps prepare students to return to school when appropriate. 

• Build AP capacity: For oversubscribed AP settings, Tute offers additional resources to meet demand and support students effectively. 

A collaborative approach 

Collaboration is at the heart of effective solutions. Schools, local authorities, and AP providers must work together to create tailored pathways for students. Tute’s flexibility and emphasis on being a partner and not a provider allows us to complement schools and external AP, ensuring no student is left without access to education. 

It is well known that exclusions disproportionately affect vulnerable groups, further emphasising the need for personalised, preventative measures (Exclusions, the Timpson Review, and Vulnerable Groups). 

At Tute, we believe in working together to ensure that every student has the opportunity to achieve their potential, whether that’s through remaining in mainstream school, reintegrating after a short-term intervention, or finding the right long-term alternative provision. There’s no criticism of the choices schools or providers make- just a shared commitment to finding the best outcomes for every student. 

For more information on how Tute is helping students avoid exclusion, reintegrate into schools, and thrive, visit Preventing exclusion – Tute.

Kate McCombe, Head of Partner Engagement