Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schools

Abstract

Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schoolsThis 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. Keywords: alternative provision; exclusion; transitions; post-16 destinations 'Other Educational Destinations' (where post-16 AP would be accounted for) rather than mainstream college, sixth form, apprenticeship or work destinations (DfE, 2019a). The term ex-students will be used throughout this article to refer to students who attended an AP setting and have now transitioned to a post-16 destination.In England, AP denotes the schooling in place for pupils who have been marginalised and excluded from mainstream school. It includes pupil referral units (PRUs), AP free schools, and AP academies which all receive core funding from the government and which exist alongside a range of other AP which may or may not be registered as independent schools (Mills and Thomson, 2018). In March 2018 the Department for Education (DfE) published its vision for alternative provision entitled 'Creating opportunity for all' (DfE, 2018). As part of this, an innovation fund was launched to fund projects supporting successful post-16 transitions, the reintegration of pupils into mainstream (or special) placements, and increased engagement from parents or carers. This research explores the first of these themes presenting evidence from an analysis of existing practice in relation to post-16 transitions and providing a robust and in-depth study of these issues which are also explored by the recently published innovation fund evaluation documents (DfE, 2021a, DfE, 2021b.The Department for Education (DfE) publishes annual data on the outcomes of Key Stage 4 (KS4) pupils (DfE, 2021c). This tracks young people for two terms after leaving school at the age of 16 and identifies those who have been in stable education or employment ...

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

“…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). Also, learning more about the best ways to support this transition period can help to improve the longer-term outcomes of PRU learners (Malcolm, 2022;Michael & Frederickson, 2013).…”