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This article reports the findings of four separately commissioned evaluations of alternative provision (AP) undertaken in three local authorities in the UK. The evaluations were specifically predicated on the principles of children's rights and used a combination of qualitative research methods and documentary analysis to elicit the experiences of young people in conjunction with the viewpoints of key stakeholders. Data from each evaluation was gathered over a total period of 6 years. The sites and time scales for each evaluation varied from 6-month authority-wide strategic reviews to a 3-year evaluation of an AP free school and an evaluation of pupil referrals in a large school partnership. The evaluations involved 200 participant children and young people, 30 managers and stakeholders, 8 parents of non-attending pupils and local authority officers and school governors. The evaluations report the complexity of needs amongst children and young people; the continuing problem of unsuccessful transitions between key phases/stages of education and the profound consequences of this for young people; assumptions around mainstream reintegration and managed moves; and the curriculum challenges of vocationalism and academic emphasis. While the research data confirms the positive value of multi-agency approaches in AP, it also shows a more recent troubling increase in the number of young people now being referred to AP as a consequence of their exposure to performative school cultures.

A B S T R AC T Interest in the promotion of creativity and emotional intelligence has been subject to a recent revival in English state education. At the same time, preoccupations in educational policy continue to revolve around themes of efficiency and peformativity. With an emerging focus on the merits of school self-evaluation, the advancement of practice in understanding and evaluating such things as pupils' creative, imaginative and emotional development is likely to become increasingly necessary. It is in pursuit of this practice that phenomenological approaches to educational research may offer important possibilities for the promotion and qualitative evaluation of these areas. Drawing on the findings of an Ed D study conducted in six primary schools, this article considers perceptions of imagination in education; dispositions to educational practice; and how the use of phenomenological research processes might illuminate and strengthen qualitative evaluation in schools.

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