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.

摘要

本研究旨在探索英格兰替代性供给 (AP) 环境中的哪些实践对 16 岁后成功过渡到继续教育、培训或就业产生了影响。AP 为那些被永久排除在主流学校之外的学生以及那些被指导改善行为的学生提供教育。2016 年，56% 从 AP 过渡的年轻人在次年保持稳定的就业。本研究采用了一种将官方统计数据分析、信息请求自由和有针对性的半结构化访谈相结合的方法。调查结果表明，增加持续转型的做法包括：有效和持续跟踪前学生；高质量的核心学术课程；并有机会通过在主要实习之外采取适当的步骤来提高学生的独立性。此外，工作人员的观点以及他们对他们工作的更广泛背景的参与或认识被认为很重要。这项研究证明了在类似类型的环境中比较结果以提高我们对有效实践的理解的价值。