Coventry Alternative Provision (CAP): a graduated model of support 2025 to 2026

Students will remain on roll at their home school whilst accessing Tier 2: Targeted Support.

Tier 2: targeted support pathways

Well-being assessment pathway stages:

1. Well-being assessment
2. 6 to 12 week intervention Insight programmes
3. Well-being assessment
4. Exit routes and application pathway

Panel process pathway stages:

1. Panel process
2. Termly intervention Flourish programmes
3. Regular review meetings
4. Blended offer: Training Providers with support from other internal services (SNED/SEMH)
5. Flourish pathway review
6. Exit routes and application pathway

All panel outcomes will be communicated with the referring school via email within 3 working days.

Referral pathway

The following steps show the referral pathway:

1. CAP multi-agency application form completed via the CAP website
2. Application pack received by CAP team and reviewed
3. Application pack sent to the requested Training Provider via Datalocker
4. School to contact Training Provider upon submission to arrange the interview
5. Interview held and Training Provider submit an application response, which is received by CAP
6. Application response processed and sent to school to confirm start date
7. CAP process on systems and set up Training Record

Insight

Specialist 6 to 12 week social development courses, 1 day per week, designed to address specific areas of concern impacting student development. The providers offer high-quality courses aimed at raising awareness for young people around specific topics e.g. organised crime, substance misuse etc.

All Insight programmes must be applied for via the single CAP Application Form.

Referral considerations

School considerations when making an application on behalf of a student:

• what behaviours or actions is the young person demonstrating which lead you to be concerned?
• started an Early Help offer to family? Gained consent from parents and recorded on EHM?
• school has a designated case-worker (significant adult) assigned to the student?
• school commitment to support young person with exit routes following the referral?
• if other key agencies have previously been involved, have the recommended strategies been implemented and what are the impact and/or outcomes of these?
• how does provision meet the EHCP requirements (if appropriate)?