The pushback to mainstream: Attendance codes, reintegration, and alternative solutions

The Department for Education (DfE) has made a clear push towards reintegrating students into mainstream education. While we at Tute Education recognise the intention behind this shift, we also understand that mainstream settings are not suitable for all students. This blog explores the nuances of attendance codes, reintegration efforts, and how Tute’s flexible and responsive approach helps schools navigate these challenges. 

The push for mainstream education 

The DfE’s recent focus on mainstream education includes changes to attendance codes and new guidance that encourages schools to maximise attendance. While this policy reflects a belief that mainstream education should be the default setting for students, it overlooks the reality that for some children, mainstream classrooms can exacerbate difficulties rather than alleviate them. For students with barriers to learning, such as social, emotional, or behavioural challenges, mainstream education might not be the best environment – at least not without intervention. 

For example, over 7,000 students were permanently excluded from schools in England in the last full academic year, and a further 352,000 received fixed-term exclusions. Additionally, approximately 10% of students with social, emotional, and mental health (SEMH) needs struggle to remain engaged in mainstream settings without targeted support. These statistics highlight the urgent need for alternative interventions that prevent students from falling through the cracks. 

Attendance codes and national guidance 

Under the latest national attendance guidance, students attending online sessions cannot be recorded as physically present in school. This might lead to assumptions that online provision is unsuitable; however, this interpretation does not reflect the nuanced role alternative provision (AP) can play in supporting attendance and reintegration. 

For some students, short-term interventions outside of mainstream settings can be transformative. With appropriate support, these students can return to school more equipped to thrive. Schools have a key role to play in using flexible interventions to prevent exclusions, address barriers to learning, and ensure students are ready to return to mainstream settings. 

Reintegration: A tailored approach 

At Tute, we’ve built our provision to respond to the needs of both students and schools, with reintegration at its core. Our flexibility allows us to be: 

• Immediate: Referrals are processed quickly, with students often enrolled within 24 to 48 hours. This ensures that those excluded or at risk of exclusion can access education without delay. 

• Individualised: Our programmes are tailored to the individual needs of each student, whether they require two days of support, six weeks, or longer-term provision. 

• Outcome-driven: With an 80% success rate for reintegration, we ensure that students are ready to return to physical settings or remain engaged in education through a flexible, blended model. 

The Education Endowment Foundation (EEF) supports this approach, reporting that targeted interventions, including alternative provision, can significantly improve outcomes for students at risk of exclusion or disengagement. Tute’s evidence-based approach demonstrates the value of timely, flexible support for vulnerable learners. 

Supporting mainstream schools 

Reintegration doesn’t mean a one-size-fits-all solution. For some students, full-time mainstream education may remain unsuitable. However, for others, the right intervention can make all the difference. Here are some ways Tute supports schools and students: 

• Short-term interventions: Students might access online lessons for a few days or weeks to stabilise their behaviour or address gaps in learning before returning to school. 

• Blended models: Students can combine online lessons with in-person attendance, enabling a gradual transition back into school life. 

• Alternative provision: For students needing longer-term solutions, our flexible approach ensures they remain engaged in learning, whether through full-time AP or part-time support alongside school. 

• Steps to school programme: As part of our reintegration strategy, we offer a specialised Steps to School programme designed to help students prepare for mainstream environments. This programme equips students with the social, emotional, and academic skills needed to transition successfully back into school settings. 

A flexible partner for schools 

Tute’s model is designed to serve schools, local authorities, and other partners with a high degree of flexibility. There are no contracts, no minimum commitments, and no rigid structures. This ensures that: 

• Schools can use our services for one student, ten students, or even a hundred students, depending on their needs. 

• Provisions are tailored not only to individual students but also to the specific circumstances and priorities of each school or local authority. 

• Our rapid response ensures that no student is left without access to education when they need it most. 

Collaboration, not replacement 

Tute is not here to replace schools; we exist to complement them. Our success lies in supporting schools to keep students engaged and ensuring those who need time away from mainstream settings can still access high-quality education. Whether for short-term, medium-term, or long-term interventions, Tute’s role is to help students succeed and ultimately reintegrate where possible. For some, reintegration happens quickly; for others, it may take time. And for some students, a long-term alternative provision may simply be the best option. 

The bigger picture 

The challenge of balancing attendance, reintegration, and student well-being requires a collaborative approach. While we may disagree with some aspects of the DfE’s push back into mainstream education, we support schools in finding practical, tailored solutions to keep students engaged. With an 80% reintegration success rate, Tute proves that flexible, high-quality alternative provision can play a crucial role in helping students transition successfully back to mainstream settings – or thrive in alternative pathways where necessary. 

Find out more:  

Read about Oscar, a Year 11 students, journey back to mainstream here:

Or for more information on how we support schools with reintegration and flexible provision, visit our reintegration page. 

Rob Hughes, Head of Teaching and Learning