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. Multi-agency application form completed via the CAP website - Insight processed the same as Tier 1
2. CAP review and Authorisation Panel
3. Panel outcome document shared with referring school
4. If approved the student interview can be scheduled by Training Provider. If not approved, CAP support school by exploring alternatives
5. Application response processed and sent to school to confirm start date

Flourish

Termly intervention programmes, 2 days per week, designed to support young people with their social, emotional, and mental health needs through the use of therapeutic approaches. Assessments and final reports are completed as part of the programme, which assist schools in creating or updating a ‘My Support Plan’ and implementation of recommendations and interventions. Schools are required to provide a caseworker and attend regular review meetings.

All Flourish programmes must be applied for via the single CAP Application Form which will go to the CAP Review and Authorisation Panel for approval.

Referral considerations

Questions the CAP Review & Authorisation Panel will consider:

• school has a designated case-worker (significant adult) assigned to the student?
• school commitment to attend review meetings?
• school reviewed and adapted the student curriculum / timetable? (Tier 1 ?)
• 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 will the school create capacity to implement any suggested strategies from the programme?
• how does provision meet the EHCP requirements (if appropriate)?
• started an Early Help offer to family?
• gained consent from parents and recorded on EHM?