In August 2025, the Department for Education (DfE) published new voluntary national standards for non-school alternative provision – sometimes referred to as unregistered provision. These guidelines aim to strengthen quality, safety and oversight in a diverse sector that supports some of the most vulnerable children in the education system.
Although currently non-statutory, the government has signalled its intention to legislate and make these standards mandatory in the future. In the meantime, local authorities and schools are encouraged to adopt them voluntarily.
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Read the full DfE documentation here.
Why alternative provision matters
Alternative provision outside traditional schools plays a vital role for children who, for a variety of reasons, cannot thrive in mainstream education. However, because these settings are not formally registered or routinely inspected, there is a need for clear expectations and consistent safeguards.
The new standards are designed to:
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Protect children’s safety and wellbeing.
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Support high-quality teaching and learning.
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Give commissioners, parents and carers confidence in the provision offered.
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Help providers prepare for eventual statutory regulation.
Four key themes in the standards
1. Safeguarding and child welfare
Safeguarding remains a non-negotiable priority. Providers are expected to:
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Carry out enhanced Disclosure and Barring Service (DBS) checks on all staff.
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Maintain a single central record of vetting and safeguarding checks.
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Have clear policies covering child protection, behaviour, and staff conduct.
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Appoint a trained safeguarding lead, with responsibilities for referrals and liaison.
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Keep settings secure and restrict access appropriately.
2. Health and safety
Children must learn in safe environments. Standards require:
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A robust health and safety policy, including risk assessments and support for medical needs.
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Adequate first aid provision and reporting of incidents.
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Regular inspection and safe use of specialist equipment.
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A fire safety policy, evacuation plan and risk assessments kept up to date.
3. Admissions, support and guidance
Admissions processes should be transparent, inclusive and centred on each child’s needs. Providers are expected to:
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Share clear admissions policies and referral processes.
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Keep detailed records, including educational plans and safeguarding information.
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Offer a thorough induction so children understand expectations and support available.
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Record and report attendance promptly, with follow-up on absences.
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Implement behaviour strategies and share updates with commissioners and parents.
4. Quality of education
Provision must be meaningful, not a holding arrangement. Standards emphasise:
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Employing staff with the right skills and knowledge to deliver programmes.
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Careful planning of curricula to suit children’s age, ability and needs, with literacy and numeracy embedded.
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Regular assessment and review of progress, shared with commissioners and families.
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Continuous self-evaluation and reflection by providers.
What this means for local authorities, schools and providers
While these standards are voluntary, the message is clear: alternative provision must be safe, purposeful and accountable. Local authorities and schools should integrate the standards into commissioning frameworks, while providers can use them as a benchmark for self-evaluation.
Children and families deserve reassurance that, even outside the school system, they will receive high-quality support and education. By adopting these standards now, local areas can smooth the path for when they inevitably become statutory – and, more importantly, ensure that no child is left behind.
Read the official DfE document here.
