Care and Education. a Case Study: Understanding Professional Roles and Identities of Teachers Within A Welsh Pru

Abstract

This paper considers the professional work of teachers within Pupil Referral Units (PRUs) in Wales. Traditionally neglected by both policy and research, PRUs have become a focus of attention due to debates around attainment and the 'off rolling' of pupils from traditional schooling. Drawing on data from an ethnographic study of one Welsh PRU, this paper illustrates how teachers working within PRUs see themselves as occupying a hybrid space between teacher and social worker within a social pedagogic approach to teaching. We illustrate how this approach is underpinned by a strong moral and ethical account of their professional work. From this we illustrate how policy scrutiny and Welsh educational reforms have resulted in changes to teachers' perceptions of their working role and identity. While this policy focus is welcomed we suggest that any accountability frameworks introduced to judge Welsh PRU success need to adopt a highly contextualised approach which recognises the complex needs and backgrounds of PRU pupils and does not reduce success to only measures of academic attainment. By recognising the hybrid nature of professional practice and developing metrics of success which capture the social as well as academic needs of pupils within the Welsh PRU setting, Welsh Government (WG) will reinforce the social pedagogic approach of Welsh PRU teachers.

Leaving a Pupil Referral Unit in Wales: Care Experienced Young People and their Post-16 Transitions

“…In addition to the emotional support that was provided through the pastoral approach, the practical arrangements such as setting up college visits, or meetings with careers advisors, all helped the young people to think about, and prepare for, their futures. It is important to note that the quality of PRU provision can be highly varied (Smith, 2019). Whilst these positive experiences from PRUs are consistent with findings elsewhere (Berridge et al, 2021;Malcolm, 2019;Smith, 2019) there were still negative aspects of the provision.…”

“…Visual research tasks such as these have been successfully used with young people previously (Lomax, 2015;Smith, 2019), as they reduce the need for eye contact and help to put participants at ease (Bagnoli, 2009). In this way the experience can lead to an in-depth conversation, where a more nuanced understanding of participants' lives can be achieved (Lomax, 2015).…”

“…There have been negative perceptions of PRUs historically, with terms such as 'dumping grounds' and 'last resort' schools used to describe them (Solomon, 2011). Despite this view, research often highlights the positive experiences of young people in these settings, where supportive and caring relationships are formed between young people and staff (Berridge et al, 2021;Malcolm, 2019;Smith, 2019). These supportive relationships can help learners to grow in confidence as part of a positive turning point (Malcolm, 2019), improving both their social and academic skills (Smith, 2019).…”

“…Despite this view, research often highlights the positive experiences of young people in these settings, where supportive and caring relationships are formed between young people and staff (Berridge et al, 2021;Malcolm, 2019;Smith, 2019). These supportive relationships can help learners to grow in confidence as part of a positive turning point (Malcolm, 2019), improving both their social and academic skills (Smith, 2019). Tracking where these young people go after compulsory schooling ends can help develop understanding about the effectiveness of PRU provision (Mills & Thomson, 2018;Tate & Greatbatch, 2017).…”

“…Whilst research has consistently highlighted pupils' positive experiences of pupil referral units (PRUs) (Berridge et al, 2021;Malcolm, 2019), little is known about the experiences of these young people once they leave a PRU at 16 (Smith, 2019). This article begins that exploration by discussing the initial findings of a three-year study that will track the educational transitions of PRU leavers who are care experienced.…”