Ensuring no child is left without education is more than just providing provision, explains Jodie Philllips, BSc.
There is comes a point, whether it happens gradually or more suddenly, where a young person is no longer able to attend school. This might be the result of anxiety that has built over time, a medical need that makes regular attendance difficult, a placement that has broken down, or a situation where, despite consistent support and intervention, the environment itself is no longer working. By the time this happens, it is rarely unexpected to those closest to the student that attending their school is no longer viable for them (at least temporarily) but what follows is often far less clear.
What Section 19 is designed to do – and the reality
Section 19 of the Education Act 1996 places a duty on Local Authorities to ensure that students who cannot attend school still receive a suitable education.
This is straight-forward in principle – if a young person cannot access school, education must continue in another form. In practice, however, the challenge lies not in putting provision in place but in ensuring that it genuinely works for the student it is intended to support.
While Section 19 defines responsibility, it does not take into account the experience of the young person. Because of this responsibility, provision is often arranged quickly with the best intentions. Work may be sent home, tuition organised and a placement identified but, without a good understanding of the underlying reasons why a student was unable to engage in the first place, the same barriers will remain and so the outcome is unlikely to change.
A student who cannot attend school does not automatically become ready to learn simply because an alternative route to education has been provided. Without the right approach, education can continue to feel out of reach, just in a different format.
Why engagement has to come first
For students who have been out of education or have struggled to engage, this won’t change until a young person begins to feel able to approach learning again.
The early stage needs to focus on helping a student take part in education – reconnecting in small practical ways that feel manageable to them. These are the foundations on which all meaningful learning is built. Only once these are stable can you start to look at progress and outcomes.
Where online alternative provision fits in
Online Alternative Provision has become a necessary part of delivering Section 19 in a way that actually works. Without it, there is a real risk that provision is in place but fails to address why the student could not attend school in the first place.
Online provision offers the flexibility and accessibility needed to meet students at a level they are able to engage with. For many students, the barriers to attending school are closely linked to the environment itself. The pace, level of visibility, expectation to respond in a particular way and social dynamics of a physical classroom, can all contribute to a learning experience that feels overwhelming.
Online provision offers a different starting point, creating a learning environment that is more controlled and predictable. Students are able to engage in ways that feel manageable, whether that is through written responses, taking time before contributing or participating without the pressure of being constantly observed.
At the same time, teaching within this environment remains highly responsive. Teachers are able to adjust pace, language and level of challenge in real time based on how a student is engaging, rather than relying on a more rigid teaching model. This allows learning to remain both accessible and purposeful, ensuring that students are supported without lowering expectations.
Working in partnership
Effective Section 19 provision does not operate in isolation. It works alongside schools, Local Authorities and families to ensure that support remains consistent and aligned.
Online Alternative Provision enables clear communication, so progress, engagement and next steps are understood in a shared context. This joined-up approach is particularly important when considering longer-term outcomes, including reintegration into mainstream education where this is appropriate for the student.
The key aim is to provide a structured and supportive route that keeps the student connected to education while future plans are being developed.
What progress actually looks like
In the context of Section 19, progress is not always immediate and rarely follows a linear path.
It may present as consistent attendance after a period of absence, increased participation within lessons or a gradual return in confidence where a student begins to re-engage with learning. These changes are not always reflected in data straight away, but they provide a more accurate picture of a student’s journey and their readiness to move forward.
A more realistic approach to providing provision
Section 19 exists to ensure that no student is left without access to education, but, for effective provision, the complexity of each student’s situation needs to be recognised, with appropriate adaptions made.
Online Alternative Provision plays a key role in making this possible, particularly for students who are not yet able to access a traditional setting. It allows learning to continue in a way that feels manageable, while also rebuilding trust and creating a pathway that reflects the individual needs of the student.
When education begins to feel accessible again, engagement becomes more consistent, confidence starts to return, and progress in its most meaningful sense becomes possible.
Author
Jodie is the driving force behind Apricot’s smooth day-to-day operations. With a background in finance and extensive experience in project coordination, she brings structure, strategy, and heart to everything she does. As one of the first points of contact for schools, local authorities, and families, Jodie combines professionalism and discretion with a genuine passion for helping every child find success. She takes pride in building strong systems and stronger relationships that keep Apricot moving forward.
