Young people and alternative provision: Perspectives from participatory–collaborative evaluations in three UK local authorities

• Published in: British educational research journal 2019-04, Vol.45 (2), p.219-237
• Main Authors: Trotman, Dave, Enow, Linda, Tucker, Stan
• Format: Article
• Language: English
• Subjects: Academic Education; alternative provision; Authority; Children; children and young people; Childrens Rights; Collaboration; Curricula; Developmental Tasks; Educational evaluation; Educational Experience; evaluation; Foreign Countries; Free Schools; Governors; Institutional Evaluation; Local authorities; Longitudinal Studies; Mainstreaming; Nontraditional Education; Partnerships in Education; Qualitative research; Referral; Referrals; Research methodology; School Culture; School Districts; School environment; School governors; schools; Stakeholders; Student Attitudes; Student Needs; Students; Transitions; Vocational Education; Young Adults; Youth
• ISSN: 0141-1926; 1469-3518
• DOI: 10.1002/berj.3495

This article reports the findings of four separately commissioned evaluations of alternative provision (AP) undertaken in three local authorities in the UK. The evaluations were specifically predicated on the principles of children's rights and used a combination of qualitative research methods and documentary analysis to elicit the experiences of young people in conjunction with the viewpoints of key stakeholders. Data from each evaluation was gathered over a total period of 6 years. The sites and time scales for each evaluation varied from 6‐month authority‐wide strategic reviews to a 3‐year evaluation of an AP free school and an evaluation of pupil referrals in a large school partnership. The evaluations involved 200 participant children and young people, 30 managers and stakeholders, 8 parents of non‐attending pupils and local authority officers and school governors. The evaluations report the complexity of needs amongst children and young people; the continuing problem of unsuccessful transitions between key phases/stages of education and the profound consequences of this for young people; assumptions around mainstream reintegration and managed moves; and the curriculum challenges of vocationalism and academic emphasis. While the research data confirms the positive value of multi‐agency approaches in AP, it also shows a more recent troubling increase in the number of young people now being referred to AP as a consequence of their exposure to performative school cultures.