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    What Schools Gain

    Orchard Therapeutic Training for schools

    The Orchard Therapeutic Training Programme Embedding Inclusion & Effective Use of Alternative Provisions under the Ofsted Framework (2025) has been designed to create clarity, confidence and direction. Delivered by our highly experienced and knowledgeable management team, this programme has been specifically created for senior leaders and governors, SENDCOs and inclusion leads, pastoral teams and classroom teachers and support staff.

    Schools engaging with Orchard Therapeutic Training will develop:

    Stronger strategic clarity
    A clearer understanding of how inclusion sits across leadership, curriculum, behaviour and pastoral systems.

    Greater confidence in Alternative Provision
    A more secure approach to lawful, ethical and effective AP use, including oversight, safeguarding and reintegration.

    More inclusive everyday practice
    Practical strategies that help staff remove barriers while maintaining ambition for all learners.

    Better internal systems
    Improved alignment between SEND, behaviour, safeguarding, attendance and curriculum planning.

    Improved inspection readiness
    Greater confidence in articulating inclusion, evidencing impact and responding to challenge.

    Reduced risk
    Lower exposure to off-rolling concerns, weak commissioning and poorly governed part-time timetables.

    Clear next steps
    A structured route from training into implementation, improvement and measurable change.

    By the end of the programme, participants will be able to:

    • Explain how inclusion is evaluated under the 2025 Ofsted framework

    • Identify inclusive teaching strategies inspectors expect to see routinely

    • Understand how school structures either support or undermine inclusion

    • Use Alternative Provision confidently, ethically, and inspection-ready

    • Articulate inclusion impact clearly to inspectors using evidence from practice

    • A clear, inspection-aligned definition of inclusion embedded across all EIF judgement areas

    • Stronger strategic oversight of vulnerable pupils, including those accessing Alternative Provision

    • Greater confidence in articulating lawful and ethical AP use

    • Reduced risk of off-rolling, prolonged part-time timetables and weak commissioning practice

    • Improved curriculum alignment for pupils in AP and internal provision

    • A governance-ready understanding of statutory duties under s.19

    • A prioritised, inspection-linked action plan aligned to School Improvement Plan (SIP) priorities

    Most importantly, leaders will move from reactive inclusion management to proactive system design.

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