An appreciative exploration of how schools create a sense of belonging to facilitate the successful transition to a new school for pupils involved in a managed move

Abstract

Much of the current guidance on managed moves focuses on the benefits of the 'fresh start' provided. This paper describes an appreciative inquiry to explore how schools in one local authority create a sense of belonging to facilitate a fresh start for pupils involved in a managed move to a new school. Six deputy head teachers with pastoral responsibility took part in a focus group using an appreciative inquiry (Ai) 4-D cycle. The discovery, dream and design phases sought to build on the current practice and identify the improvements to practice. Thematic analysis of the data identified many aspects of belonging, which are in line with those identified in the literature such as creating a school identity, developing partnerships and specific activities such as interform competitions and family assemblies. Generating school identity and home-school-pupil partnerships were also identified in relation to managed moves. In the destiny stage, themes were fed back and discussed with a wider Deputy Head Group and Good Practice Guidance to facilitate the successful transition to a new school for pupils involved in a managed move that was produced and circulated across the LA. The importance of empathising with the potential challenges of changing school and forming and maintaining new relationships for pupils engaging in a managed move is highlighted and the Good Practice Guidance illustrates how transition, induction and ongoing support plans can take this into account.

A systematic literature review of the ‘managed move’ process as an alternative to exclusion in UK schools

“…Four of the nine studies were unpublished theses completed by Trainee Educational Psychologists completing their Doctoral training (Chadwick, 2013;Muir, 2013;Craig, 2015;Hoyle, 2016). Of the remaining studies, all were peer reviewed journal articles published in the 'Emotional and Behavioural Difficulties' Journal (Vincent et al, 2007;Bagley andHallam, 2015, 2016;Flitcroft and Kelly, 2016) except for Harris et al, (2006) which was published in 'Pastoral Care'. Seven of the papers were published within the last three years (Chadwick, 2013;Muir, 2013;Bagley andHallam, 2015, 2016;Craig, 2015;Flitcroft and Kelly, 2016;Hoyle, 2016), highlighting the recency of this research area.…”

“…Seven of the nine studies used semi-structured interviews for data collection. One study used unstructured interviews (Craig, 2015) and one used focus groups (Flitcroft and Kelly, 2016). All interviews and focus groups were audiotaped and transcribed prior to data analysis.…”

“…Data were predominantly collected from secondary schools although two studies used participants in primary (Craig, 2015;Bagley and Hallam, 2016). The data analysis approach was largely to seek themes from the interview data and deduce ideas from the findings; six of the nine studies used thematic analysis (Harris et al, 2006;Vincent et al, 2007;Chadwick, 2013;Bagley andHallam, 2015, 2016;Flitcroft and Kelly, 2016). One study used a narrative analysis (Craig, 2015) and two used interpretive phenomenological analysis (Muir, 2013;Hoyle, 2016).…”

“…Having open lines of communication and a pastoral and personalised support plan for the CYP were strong in accounts from LA staff (Chadwick, 2013;Bagley and Hallam, 2015;Craig, 2015;Flitcroft and Kelly, 2016). Staff felt home-school communication throughout the process was the school's responsibility (Flitcroft and Kelly, 2016) and the importance of consulting with parents at each stage of the process was highlighted (Bagley and Hallam, 2015). One LA staff member quoted that parents should, "feel that they are equal partners in the process and that their opinion is valued," (Bagley and Hallam, 2015, p.437).…”

“…Many LA staff and parents reported the necessity of a pastoral and personalised support plan for the CYP to facilitate consistent support (Harris et al, 2006;Chadwick, 2013;Bagley and Hallam, 2015;Craig, 2015;Flitcroft and Kelly, 2016). The views of staff, parents and the CYP should be considered at the beginning of the managed move process (Abdelnoor, 2007).…”