Transition from Alternative Provision to post-16 settings: Navigating the challenges
Lead Research Organisation:
University of Sussex
Department Name: Sch of Education and Social Work
Abstract
There is increased demand to know why pupils in Alternative Provision (AP) are less likely
than their peers in mainstream school to transition to post-16 education and training
(Timpson, 2019). AP is education arranged for pupils who are unable to attend school
because of permanent exclusion, mental and physical ill-health or behaviour problems (DfE,
2013). The numbers of pupils in AP are rising - they currently stand at 1 in 200 each year
(Gill, 2017). However, over 1 in 3 of these pupils fail to progress from Year 11 (age 16) to
Education, Employment and Training (EET) (DfE, 2018b). This research investigates how they
navigate this transition and contributes to a current national priority; how to increase the
proportion who progress from AP to sustained EET (DfE, 2018). The focus in the study on
what supports - and mitigates against - progression to EET, and therefore where
opportunities exist to reduce the number who fail to progress, makes the potential findings
highly relevant to policy and practice.
than their peers in mainstream school to transition to post-16 education and training
(Timpson, 2019). AP is education arranged for pupils who are unable to attend school
because of permanent exclusion, mental and physical ill-health or behaviour problems (DfE,
2013). The numbers of pupils in AP are rising - they currently stand at 1 in 200 each year
(Gill, 2017). However, over 1 in 3 of these pupils fail to progress from Year 11 (age 16) to
Education, Employment and Training (EET) (DfE, 2018b). This research investigates how they
navigate this transition and contributes to a current national priority; how to increase the
proportion who progress from AP to sustained EET (DfE, 2018). The focus in the study on
what supports - and mitigates against - progression to EET, and therefore where
opportunities exist to reduce the number who fail to progress, makes the potential findings
highly relevant to policy and practice.
Organisations
People |
ORCID iD |
Hannah Olle (Student) |
Studentship Projects
Project Reference | Relationship | Related To | Start | End | Student Name |
---|---|---|---|---|---|
ES/P00072X/1 | 01/10/2017 | 30/09/2027 | |||
2441029 | Studentship | ES/P00072X/1 | 01/10/2020 | 31/12/2024 | Hannah Olle |