Over the last four to five years, I've increasingly been reflecting on the role of what were formerly referred to as offsite or pupil referral units. These are now subsumed within a more generic grouping known as alternative provision. My interest has been triggered by the recent publication of 'Alternative provision in local areas in England: a thematic review', which, among other things, 'sets out good practice and highlights particular areas requiring further attention'. This was sufficient stimulus for me to continue my conversations with a small group of school leaders, working in both specialist and mainstream settings, regarding their views on what might best represent effective provision for learners at risk of disengaging from formal education or who have already been excluded from the system.