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

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 AP 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

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. This website allows users to look up the details of schools and colleges in England. Individual schools can be identified by either their name or reference number. The website is available online: https://www.get-information-schools.service.gov.uk/

2. In England, an EHCP is for children and young people up to the age of 25 who require support which is additional to that which is available through special educational needs support. Details are available online: https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help

3. GCSE qualifications stand for the general certificate of secondary education and are the most common form of qualification completed by school students at the end of KS4 in England.

4. Functional skills provide an alternative to GCSE qualifications in English and maths, are based on everyday contexts and are awarded at either level 1 or 2 which equate to the lower levels and higher levels of a GCSE pass.

5. BTEC stands for business and technology education council and provides specialist work-related qualifications with level 1 and 2 equating to GCSE level.

6. This is where a pupil attends both an AP setting and a mainstream school

7. Entry-level courses are for students working below level 1.

8. Level 1 qualifications are equivalent to the lower range of GCSE pass grades.

9. In England GDPR (the general data protection regulation) sets out the requirements organisations need to comply with in relation to data protection.

10. The Prince’s Trust provide a range of courses and other opportunities for young people in England.

11. Elective home education refers to the choice parents in England can make to educate their child at home.

12. Ofsted are the official inspectorate for educational institutions in England.

13. In England traineeships are skills development programmes which include a work placement and can lead onto an apprenticeship or into work.

Additional information

Notes on contributors

Andrew Malcolm

Dr Andrew Malcolm is a senior lecturer and member of the Childhood and Youth Studies team within the School of Applied Social Sciences at the University of Bedfordshire.