This article presents findings from research focusing on family engagement within alternative provision. With the existing literature on alternative provision scant, this article analyses the extensive assemblage of family engagement within settings as practitioners navigate complex family environments often characterised by poverty, crime and substance abuse. While settings create formalised structures of family engagement that prioritise a collaborative approach to children’s development—such as family learning days and daily positive phone calls—equally they work to attenuate the isolation and loneliness of families who feel as excluded as their child. Yet as important as structured engagement is, practitioners within alternative provision also engage in the improvised pragmatism of micro‐work—the work that other agencies won’t or can’t do, such as escorting parents to medical appointments, sourcing furniture to fill empty houses or talking a child out from under their bed. The article argues that family engagement in alternative provision is cyclical, with families informing staff of behavioural incidents or learning opportunities, information that rapidly personalises communicative and pedagogical strategies within schools. In return, teachers update parents at the end of the day, offering ideas for home learning or approaches to managing challenging behaviours. The article concludes by identifying six domains of family engagement—behavioural, emotional, safeguarding, functional, pedagogic and capacity building—that can be used within alternative provision settings to ensure a holistic approach that provides deep support to families to maximise the successful re‐engagement of children.

中文翻译：

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家庭参与替代性规定

本文介绍了研究的结果，这些研究的重点是替代条款中的家庭参与。借助现有的关于替代性规定的文献，本文分析了随着从业者在通常以贫困，犯罪和滥用毒品为特征的复杂家庭环境中度过的环境中，家庭参与的广泛组合。虽然背景创建了正式的家庭参与结构，这些结构优先考虑了针对儿童发展的协作方法（例如家庭学习日和每天的积极电话联系），但它们同样可以减轻那些像孩子一样被排斥的家庭的孤独感和孤独感。然而，与结构化参与一样重要，替代条款中的从业者也参与了微观工作的即兴实用主义，即其他机构不会或不会做的工作，例如陪同父母去看病，采购家具来填满空房子或让孩子从床底下出来。该文章认为，家庭参与替代性提供是周期性的，家庭会向员工告知行为事件或学习机会，这些信息可迅速个性化学校内的交流和教学策略。作为回报，老师会在一天结束时更新父母，提供有关家庭学习的想法或应对挑战性行为的方法。文章最后指出了家庭参与的六个方面：行为，情感，维护，功能，