Reduced Timetables are not Alternative Provision

A reduced timetable at school refers to a modified schedule where a student attends fewer classes than the full-time schedule. At Education Boutique , we see more and more EBSA students coming to us with reduced timetables but is this really the best first step to take?

In the deep end

It's easy to see why reducing the amount of time someone has to be in school seems like a good idea but it's important to remember that EBSA learners can't attend school due to severe anxiety and often school trauma. It's so much more than just not wanting to come to school; it's almost a physical inability to attend.

Imagine you couldn't swim and I asked you to swim a whole length of an Olympic pool. Understandably, just shortening the length would be of little use to a non-swimmer. Teaching and coaching would also need to be involved. So why we see so many students with a reduced timetable but no specialist teaching or coaching concerns me when considering positive steps for re-integration.

Securing Funding

Now I want to be clear here, the reasons we see this situation so often with Alternative Provision is that many EBSA learners have no extra funding. With school budgets in crisis and huge teacher retention issues, it's important that schools understand that there are partners out there who can help them to approach the Local Authority for emergency re-integration funding.

It's also important that learners on-roll at a school are accounted for academically. If a learner isn't able to attend the school environment how are schools to collect assessment data without the help of a quality AP partner? This is especially crucial for schools who do not feel they are the right school to meet need. When consultation data for EBSA learners is provided, it's especially important to show that the learner is positively engaging with education to secure a successful placement.

Standing out

One of the major worries for EBSA learners is feeling that they are behind in their studies or different from their peers. Arriving late or leaving early can be a step too far and can exacerbate stress and concern for learners. It's useful to focus on boosting academics in a gentle and low intensity environment and at the same time work on physically being present in school. Separating the two expectations works very well in building self belief and confidence; allowing progress towards re-integration to be started.

If you are trying to support a pupil who is struggling to physically attend school, please reach out to me at [email protected]. We work across England to re-integrate learners with in-person support, either at school or in the family residence.