From disengaged to attending and progressing: Lilly’s Alternative Provision journey

Research shows that when learning is personalised and adapted to the individual, students are more likely to engage, attend, and achieve positive outcomes. A report in Psychology Today highlights the importance of flexible education that combines academic learning with vocational experiences and strong pastoral support. Progress Schools embodies this approach by tailoring education to the individual, helping young people re-engage with education where mainstream provision has not been able to meet their needs. This approach was exactly what Lilly needed…

Lilly joined Progress Schools in September 2023 after a difficult time in mainstream school. She had experienced ongoing challenges with behaviour and was ultimately permanently excluded. When she arrived, she struggled to was disengaged from education and needed a fresh start in a supportive and consistent environment. Lilly and her parents initially had low expectations for Alternative Provision (AP), believing she wouldn’t learn or progress like she would at a mainstream school.

During her first few months, Lilly experienced 19 negative behaviour incidents and four fixed-term suspensions. Whilst these figures show how challenging her starting point was, they also form part of a wider journey of progress. With time, consistency, and the strong relationships-built staff, Lilly began to make real improvements. By February 2025, her negative incidents had reduced to eight, and she had just one suspension. Over the same period, her attendance rose significantly from 24.2% to 82.3%. This improvement reflects the impact of a stable environment where staff took the time to build trust, provide clear boundaries, and show consistent support.

As well as building strong relationships with Lilly, our school colleagues worked collaboratively with her home support system as well. This approach reinforced what Lilly was being told in school and inevitably led to her incredible improvements. Lilly and her parents former view of AP have now been completely changed after seeing the opportunities Lilly has been given. Lilly said,

“Attending Penshaw has made a real difference in my life. Its helped me show up, stay focused, and see school in a more positive way, and thanks to that, I’ve achieved a place at the collage I’ve been working towards”

A key factor in Lilly’s progress was the personalised approach taken by her teachers. By getting to know her interests, they discovered her passion for animals. Lilly was given the opportunity to attend a weekly work placement at Penshaw Equestrian Centre, where she worked closely with horses. This hands-on experience helped her see the relevance of her learning and gave her something positive and practical to focus on.

The placement had a big impact on Lilly. It helped her develop responsibility, build confidence, and begin to take ownership of her education. Being able to learn in a real-world setting connected to her interests made school feel more purposeful and helped her start thinking more clearly about her future.

Alongside this, Lilly received tailored careers support to help her explore her next steps. She began attending college open days and expressed her ambition of progressing to Askham Bryan College to study animal care. Her hard work and commitment during her placement and renewed passion for learning truly paid off as Lilly has now been offered a place on at Askham Bryan following her GCSEs this year.

Graham Lancaster, Head of School at Tees Valley, highlighted the impact of this work, stating:

“Our work placements and off‑site provision have had a transformative impact on many of our students. By offering learning opportunities that are relevant, practical and motivating, we have seen a clear improvement in attendance, with pupils choosing to come to school because they feel their education has purpose. Engagement in lessons has increased, particularly for those who previously struggled in a traditional classroom setting, and this has led to more positive attitudes to learning and behaviour across the school. These pathways have helped students develop confidence, resilience and a renewed sense of achievement.”

Lilly’s journey is a powerful reminder that no starting point defines a young person’s future. What once looked like disengagement and uncertainty, has been replaced with confidence, purpose, and belief in what she can achieve. Thanks to unwavering support and opportunities that truly resonated with her, Lilly has not only re-engaged with education but has begun to shape a future she is excited about. Her story shows just how much progress is possible – from boosting her attendance by an outstanding 58.2% to working tirelessly and securing a place on her dream course. It shows that with the right environment, transformation is not just possible, but inevitable. We can’t wait to see what Lilly achieves next!