Framework Agreement for the Provision of Inclusion Services

Swansea Council is establishing a framework for providers capable of delivering educational, vocational, therapeutic, engagement and wellbeing services for children and young people who require support beyond that ordinarily available within a maintained school. It replaces the existing EOTAS Framework and broadens access to approved provision across Swansea schools, Swansea PRU, local authority inclusion services and other authorised Council services. The Framework is intended to help schools and services respond flexibly to learner need whilst maintaining a strong focus on reintegration, progression and successful participation in education. It reflects a clear shift away from viewing alternative provision as a last resort and towards a model in which specialist interventions form part of a planned continuum of support designed to improve attendance, engagement, wellbeing, attainment, progression and inclusion. The framework will comprise of the following lots: Lot 1: Curriculum Enhancement Lot 2: Vocational and Work-Related Learning Lot 3: Engagement and Re-engagement Services Lot 4: Emotional Wellbeing and Therapeutic Support Lot 5: Outdoor and Experiential Learning Lot 6: Employability and Transition Programmes Lot 7: Innovation and Specialist Provision Provision under this Lot shall complement Curriculum for Wales delivery by providing flexible, engaging and purposeful learning opportunities that support core skills, wider curriculum access and progression. Providers should be able to deliver programmes that strengthen literacy, numeracy, digital competence, science, humanities and creative learning, while adapting content to the needs, interests and starting points of learners who may have experienced disruption to education. Provision should align with the direction of the National 14–16 Qualifications reforms in Wales by supporting breadth, progression and learner choice across GCSEs, Foundation Qualifications, Skills Suite units and future Personal Project opportunities. Bidders should explain how their offer can help learners develop confidence, curiosity, independence and transferable skills that support continued participation in education. Young people consulted through the recommissioning process identified a strong preference for learning that feels practical, relevant and linked to real interests, including core subjects, ICT/media, creative subjects, sport and opportunities that support future employment. Providers should therefore demonstrate how learner voice will shape curriculum planning, review and adaptation. Provision under this Lot shall provide practical, work-related and sector-focused learning designed to build employability, occupational awareness and progression into further education, apprenticeships, training or employment. Programmes may include construction and the built environment, engineering, motor vehicle, hospitality and catering, hair and beauty, digital and creative media, sport and leisure, animal care, public services, business, retail, childcare, health and social care, and other locally relevant sectors. Providers should evidence how their offer can support the transition to the reformed National 14–16 Qualifications, including future Vocational Certificates of Secondary Education (VCSEs), Foundation Qualifications and Skills for Work units. From September 2027, VCSEs will provide work-related qualifications in a range of occupational areas, with practical approaches to learning and assessment. Bidders should identify where their provision could complement school, college or alternative provision partnerships and support clear progression pathways. Young people’s feedback highlights a strong demand for hands-on vocational learning linked to real jobs, alongside tasters and careers guidance for learners who are unsure about future pathways. Providers should therefore offer accessible introductory experiences, meaningful progression advice and opportunities for learners to understand the skills, behaviours and qualifications needed for future work Provision under this Lot shall support learners who require targeted intervention to improve attendance, confidence, motivation, resilience and participation in education. Services may include short-term re-engagement programmes, mentoring, key worker support, confidence-building activities, social communication development, structured group work and personalised programmes that help learners reconnect with learning. This Lot should support the inclusive aims of the National 14–16 Qualifications by preparing learners to access an appropriate blend of qualifications, including Skills for Life, Skills for Work, Foundation Qualifications and Personal Project opportunities. Providers should demonstrate how engagement activity will lead to measurable progression, rather than operate as standalone provision without a clear educational purpose. Young people identified confidence as the most frequent development need and emp