10/07/2026
AFDA Alternative Provision – Celebrating Student Success
Over the course of this academic year, AFDA Alternative Provision supported four students from a range of schools, each with different educational, social and emotional needs.
Our aim has always been to provide a safe, supportive environment where every young person can rebuild confidence, re-engage with learning and achieve success both academically and personally.
Student X joined AFDA lacking confidence in both Maths and English. Through hard work and dedicated support, he achieved Entry Level 2 passes in both subjects. His English result, in particular, exceeded his own expectations and gave him a real belief in his abilities.
Student Y achieved an Entry Level 2 pass in Maths and has secured a place at a full-time, five-day-a-week provision starting in September. Despite facing significant challenges outside of education, he remained committed to attending AFDA. Seeing students progress into a setting that fully meets their needs has always been one of our primary objectives, and we are delighted to see him take this next step.
Student Z arrived at AFDA already working at Level 1 in English and Maths. He has since completed his Level 2 Functional Skills assessments, with results currently awaited, which, if successful, are equivalent to a GCSE standard pass. He has also achieved a YMCA Level 1 Healthy Lifestyle qualification and will be returning to mainstream education full-time in September—another fantastic outcome.
Student P had previously attended several alternative provisions but struggled to settle and overcome the challenges he faced. AFDA became the first provision where he truly felt comfortable, valued and able to thrive. He worked towards Entry Level 3 in both English and Maths, but perhaps his greatest achievement was the transformation in his confidence, self-belief and enthusiasm for attending every week. He has also secured a place at a full-time, five-day-a-week provision from September.
These four students each followed different journeys, but every one of them leaves AFDA having made meaningful progress. Whether through improved qualifications, increased confidence, returning to mainstream education or moving into a more suitable full-time provision, each has taken an important step forward.
We are incredibly proud to have played a part in their journeys. AFDA may have been a stepping stone, but it was an important one—helping to provide the foundations for brighter futures, greater opportunities and long-term success.
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