Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schools
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Sustaining+Post-16+Progression ...
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2023-07-11
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Authors
Malcolm, Andrew DavidAffiliation
University of BedfordshireIssue Date
2022-01-11
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This study set out to explore which practices in alternative provision (AP) settings in England made a difference to post-16 transition success into further education, training or employment. APs provide education for pupils who have been permanently excluded from mainstream schools and those directed there to improve their behaviour. In 2016 56% of young people transitioning from alternative provision maintained a stable placement in the following year. This study took an approach which combined the analysis of official statistics, freedom of information requests and targeted semi-structured interviews. Findings suggest that practices which increased sustained transitions included; effective and ongoing tracking of ex-students; a high quality, core academic offer; and opportunities for students to increase their independence by taking well measured steps outside of their main placement. Additionally, the views of staff and their involvement in, or awareness of, the broader context within which they worked were found to be important. This study evidences the value of comparing outcomes across similar types of setting to improve our understanding of effective practice.Citation
Malcolm A (2022) 'Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schools', Emotional and Behavioural Difficulties, 27 (1), pp.20-42.Publisher
Taylor & FrancisAdditional Links
https://www.tandfonline.com/doi/full/10.1080/13632752.2022.2025646Type
ArticleLanguage
enISSN
1363-2752EISSN
1741-2692Sponsors
N/Aae974a485f413a2113503eed53cd6c53
10.1080/13632752.2022.2025646
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