Best Practice

Seven tips to make a success of online provision

Interventions Edtech
Many schools use some form of online provision to support vulnerable students or those at risk of dropping out. But how can we work with students, families, and providers to plan and deliver this provision effectively? Sandro Capozzi identifies seven key areas to consider
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Education is in a state of flux. Significant increases in students with additional needs; teacher shortages; an increasing mental health crisis, and now reports that the once accepted social contract around school attendance is creaking post-pandemic (Burtonshaw & Dorrell, 2023) – and this is before we mention crumbling concrete and more.

Of course, as the leader of an online alternative provision, I believe that online provision will support students now and in the future, especially our most vulnerable. It may not be for every child, but for the right individuals and groups I think it is a game-changer. After all, a hybrid approach to education aligns with the increasingly hybrid, digitised reality our students live in.

The formidable writer on leadership and education Peter Drucker is credited with stating: "The greatest danger in times of turbulence is not the turbulence; it is to act with yesterday's logic."

We are in times of turbulence and schools are working hard to support their students in the face of the doubling in wait times for child mental health services (Corker, 2023), pressure on teacher numbers, and climbing student absence.

It is no surprise to me that SecEd’s recent webinars on emotionally based school avoidance and addressing mental health in the young, including anxiety, were so very popular.

Moreover, a review published by the Education Endowment Foundation from an online learning pilot involving 1,425 learners in 65 schools, found that pupils enjoyed the online learning and there were “perceived benefits for learning, with improvements in learners’ confidence, engagement with education and preparedness for the new school year reported” (EEF, 2021).

 

Effective online learning provision

In this article, I want to offer tips to help schools looking at online as a solution to some of their most intransigent challenges – basically, what do you need to do to make it work?

It might be online learning provision to support a student struggling with emotionally based school avoidance, a short-term solution to help turn around a student in behaviour crisis, or part-time provision to help a student in a particular subject. Whatever the need, the following recommendations are influenced by years of experience with online learning and will help you get started.

 

1, Define your model: Who, where, when?

As with any new initiative, consider who exactly you think it will work for. Online schooling can work for a range of students, but your need will be unique to your context. Is this to be:

  • A hybrid solution delivered on site in a specifically staffed and focused unit?
  • A part-time option to enable a student to take a subject important to their future pathway?
  • A short-term solution for respite away from the classroom or to break a cycle of habits?
  • An “upstream solution” that creates space for other interventions before students cannot remain in a physical classroom?
  • A longer term plan to reconnect with learning and gain skills and qualifications for transition?

 

2, Preparing students and families

We sometimes see schools come up against challenges because online alternative provision is a significant change for their student and parent community – and they need to be convinced that it can work.

In some cases, this can be a protracted process, but with advance planning and clear communication it does not need to be.

First, focus on articulating the problem you want to solve. Then gather the people (staff) around that purpose who you know can make it work. One or two champions can make the difference. Ditto for students – understand which ones you can actually help with online.

Next, nail down that vision. How do you see it working in reality, for how long, and for what outcome? Getting the who, when, and where right points you in the right direction.

Finally, involve the family. Meet with them to make sure they understand the problem and your vision as well as narrating what you expect to happen if it goes well. You could also demonstrate what the provision will actually look like in practical terms. The more parents/carers can visualise the provision and outcomes for their child, the more likely they will understand how to support at home effectively.

 

3, Build buy-in and communicate clearly

As discussed, online is different. Families' views, informed by their experience during the pandemic, will be mixed. We have had schools feedback the need to address issues of stigma or perception around online learning.

There can be problems when schools assume parents/carers will understand what online “looks like” or indeed that they will be dazzled by the technological aspects or where schools presume the digital savvy of young people.

Ultimately, you are trying to encourage a decision that involves behaviour change – to learn online. This takes thought.

To do this, work to ensure that online learning is understood for what it is. Make sure school IT support is involved to ensure student access is set up and ensure all leaders and pastoral colleagues understand the plan and can speak about it with authority and clarity. This builds a sense of purpose and avoids the risk of miscommunication.

Many of our schools find that parents/carers are pro-online learning and welcome the change in student mindset that a shift in learning environment can bring. Capitalise on this and enable parents to contribute in a way that isn't overly onerous – for example by setting up the space at home, discussing their child’s learning, and helping them establish good routines around breaks.

There is a useful framework to use to generate buy-in called MINDSPACE from the UK government’s Behavioural Insights Team (2010). This checklist gives a steer on what influential content you might use when communicating about online learning.

  • Have messages that carry authority: Gather endorsements from previous online learners to highlight impact; use evidence to back up why you think it will work for the young person.
  • Explain how “normal” online is by sharing stories of other learners, ideally from your local context and explain how the child will remain connected to your school community.
  • Foreground the incentives – in most cases by focusing on what the young person needs to transition to the next phase of education.
  • Sensitively, express the urgency of the situation, both in terms of limited capacity elsewhere and the student’s own scenario to prompt decision and acceptance.
  • Make it easy to get started by having answers to parent questions, supporting set up, and demonstrating what the experience will look like.

 

4, What next?

A hurdle with online alternative provision can be the question of what comes after. Does the student transition to further online learning, return to the same or different physical setting, enter a technical qualification, work and so on?

Obviously, the answer to these questions changes depending on the student and what kind of online provision they are accessing (not least whether they are full-time, part-time, or going online just for a single subject).

Where this intended destination is more ill-defined students can struggle with motivation and direction. It is advisable to:

  • Co-create targets for the young person in terms of attendance, improvement, and attitude to learning. Do this with the student and parents/carers. Their voice is the most important and if you can frame what they say then you have the start of a common purpose that you can refer to constantly.
  • Develop a transition plan – where will they go next and what do they need to do to get there? Lay out a range of options and spend a little time showing what is required for each. This will help parents/carers to motivate their children at home.
  • Assign an accountable leader. Make sure they are organised, know how to follow-up with young people about their learning and methodical in their communications with your provider and use of your providers systems. Time spent choosing and training a leader or team for this will bring greater success.

 

5, Reintegration into full-time school

It is worth noting that reintegration into school full time will be the goal for many but that may not always be your setting – it could be another school, college, employment, further online learning, or higher education.

The best advice is to make sure your online students access all the same provisions that students in school should be exposed to. Make sure they meet with colleagues responsible for future pathways or careers guidance –perhaps more so than for other students to keep them focused on their goals and to keep emphasising the links to their school work.

Ensure the online learning curriculum being delivered aligns to your curriculum, thus increasing the likelihood a student can cope when returning to physical school.

Ensure your accountable leader meets with the student (perhaps online) and parents/carers regularly to review the programme and use reporting information from your provider to recognise success. The greater the students’ feeling of confidence in their learning, the more likely they will be to feel ready to return.

Finally, take a balanced approach – it is unlikely a full return all at once will work. Build it up via clubs, select subjects or social times. We often see that a staggered return over a few weeks, with the student continuing their online learning on the school site works effectively. Getting the student to design the reintegration steps with you – to own it – can be powerful.

 

6, Monitor and adapt

Once online provision is underway, oversight is vital. Make sure your lead works with the online provider to understand their reporting platforms, agree reporting routines, and integrate this into your own school reporting – whether this be daily updates on attendance and effort or academic outcomes.

Make use of student voice to check how your learners are perceiving the provision.

A pitfall we see is the potential for isolation and dislocation as a student shifts online. However, it is avoidable with regular check-ins and ensuring they have connections elsewhere. It is important to not just assume this will occur.

One suggestion we see working is using coaching-style models or mentors to help overcome barriers and develop new skills for individual students, often those who already find schooling a challenge.

Overcommunicate, at least initially. Check with parents, providers, other leaders on how they think it is going. Ensure everyone is updated and instructions are clear.

Be frank about the rationale for any “mid-flight” adaptations and communicate in a measured way that does not assume people will “know” something.

Our schools tell us that you can dial the communication down as the use of online matures into a longer term provision in your setting – but start with clarity and enthusiasm.

 

7, Recognise successes

Celebrate quick wins and recognise success with alacrity. These are cohorts of young people who need a boost so work to make sure you alert students and parents/carers to positive sentiment and success. This becomes self-perpetuating.

Be broad with this – seek out wins on attendance, confidence and so on (not just academic progress, which may take time to come). Recognise these beyond the online sphere – with letters, in assembly, and at senior leadership meetings. This will normalise success online.

  • Sandro Capozzi is executive headteacher at Academy 21, a UK-wide provider of online alternative provision. Visit https://academy21.co.uk/

 

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