Alternative Provision Research Articles

Pupil referral units (PRUs) and alternative education provision; a think piece on making a case for parental choice for children with SEND

AbstractParental choice remains a central theme in education policy in England. Parents have the right to choose how their children are educated. For some families this choice is surrendered, with volition and intention, to their local authority which allocates school places after parents, statutory guardians and families have made their decisions. Where applicable, after parents have selected mainstream education for children with SEND, their child might be evaluated, and a recommendation made for their child to undergo a managed move; typically to join a Pupil Referral Unit (PRU) or Alternative Provision (AP). In this think piece, we advocate for PRUs and APs to sit alongside mainstream and special education schools to offer a more balanced first choice for parents. This means PRUs and APs are not ‘othered’ in this choice offer for parents. There are academic, psycho‐social, emotional, well‐being and self‐affirming complexities which could, and quite frankly, tend to result in the pupils and students accessing settings such as these which appear to be othered in this way.

The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body

ABSTRACT This paper examines the context of school exclusion in Northern Ireland. In doing so, we explore the political economy of exclusion, focusing in particular on the intersection of perspectives between four key stakeholder groups: principals (n = 7) and teachers (n = 31) in mainstream schools, representatives from an official education body (n = 8), and staff from Education Other Than at School (EOTAS) Centres (n = 4) who provide alternative education for young people who have been permanently excluded from mainstream schools or who have social, emotional, behavioural and well-being needs that cannot be met in mainstream schools. The study used qualitative data from individual and small group interviews and focus groups with the stakeholders mentioned above. School exclusion has been under-researched in Northern Ireland and this paper addresses this gap. Additionally, official exclusion data point to relatively low levels of temporary and permanent exclusions compared with the other jurisdictions of the UK, though why this is so remains unclear. The analysis draws attention to the use and prevalence of informal or unofficial school exclusions; claims of limited official support for schools; restricted collaboration between mainstream schools and alternative education; and a general consensus around limited resources to support pupils at risk and to train teachers.

The complex and contradictory nature of alternative education provision

The complex and contradictory nature of alternative education provision

Personal reflections on inclusion

AbstractThe Special Educational Needs and Disability (SEND) landscape in England is bleak. Since the COVID‐19 pandemic, the number of pupils with SEND has increased. There is a shortage of places available in specialist SEND provision, and many pupils with SEND are being educated in alternative provision settings which arguably do not meet their needs. Mainstream schools are struggling to meet the needs of pupils with increasingly complex needs and there has been a lack of financial investment in specialist support services, resulting in delays to assessments and interventions. Drawing on personal and lived experience, I argue that impairment can be painful and sometimes disabling. I argue that although social model has made a significant difference to the lives of disabled people, its ambition has not been fully realised. Disabled people still experience discrimination within education, housing, employment and in other areas. I argue that impairment is real, painful and disabling and can result in personal struggle. I therefore make the case that people with impairments require additional support as a ‘step up’ to guarantee equality of opportunity. Urgent investment is required in specialist SEND services to ensure that unnecessary struggle is avoided.

Systemic vulnerability as a lens to explore young people’s experiences of transition from alternative provision settings to post-16 mainstream education

ABSTRACT This paper considers the experiences of transition for young people from alternative provision (AP) to post-16 mainstream settings, drawing on an online survey distributed via Headteachers of AP/ post-16 institutions to staff and young people in a large local authority in the Northwest of England. It reflects on previous transition research and argues that transition can be viewed as a site of vulnerability for young people, with consideration of transition from a lens of vulnerability apparently absent in previous research. The pervasive narratives describing young people in alternative provision as “vulnerable” are critiqued, as well as some of the issues in conceptualising vulnerability. “Toblerone model” of relational spaces of vulnerability has been reconceptualised in this paper to model the possible sites of vulnerability that impact on the transitions young people make from alternative provision to post-16 mainstream settings. The paper concludes by presenting an adapted model of vulnerability which could be used to reconsider some of the issues which may impact on young people’s transition to post-16 settings, before and after the point of administrative transfer, and provide the staff who support them, both in alternative provision and in the transfer setting, with new possibilities for action.

Variation in attendance at emergency departments in England across local areas: A system under unequal pressure

BackgroundCrowding in Accident and Emergency Departments (AEDs) and long waiting times are critical issues contributing to adverse patient outcomes and system inefficiencies. These challenges are exacerbated by varying levels of AED attendance across different local areas, which may reflect underlying disparities in primary care provision and population characteristics. MethodWe used regression analysis to determine how much variation across local areas in England of attendance at emergency departments remained after controlling for population risk factors and alternative urgent care provision. FindingsThere is substantial residual variation of the order of 3 to 1 (highest to lowest) in per person attendance rate across different areas. This is not related to in-hospital capacity as proxied by the per person number of hospital emergency doctors in an area. ConclusionSome areas in England have emergency departments that are under much greater pressure than others, and this cannot be explained in terms of their population characteristics or the availability of alternative treatment options. It is imperative to better understand the drivers of this variation so that effective interventions to address utilisation can be designed.

Making the case for local strategic coordination? An investigation of fair access protocols and their role in the reintegration of pupils from alternative provision to mainstream school

ABSTRACT Fair access protocols (FAPs) are intended to ensure all schools in a local authority (LA) area take collective responsibility for ensuring pupils struggling to access an in-year school place are quickly admitted to a school. Every LA must have a FAP which, once agreed, can be used to direct schools to admit pupils. This is somewhat against the fragmentation of local education systems seen in the academies agenda. This paper considers the role of FAPs in facilitating inclusive local education systems by exploring the reintegration of students from alternative provision (AP) to mainstream school. The data on which this paper draws were collected as part of an England-wide research project which drew on nationally published datasets, administrative data from freedom of information (FOI) requests, and survey data from 64 professionals working in AP. The extent of FAP use varies widely as do rates of reintegration. Likewise, there is both evidence suggesting that FAPs can play a significant role in facilitating strategic coordination, and that they have limited power/influence to ensure reintegration. These findings suggest that achieving inclusive local practice requires a shift towards an underlying logic of cooperation in the education system.

Educator perceptions of the complex needs of young people in Pupil Referral Units: An exploratory qualitative analysis

Background Alternative education provision such as Pupil Referral Units support young people who have been excluded from mainstream school settings and often from disadvantaged backgrounds. However, there is limited research to date exploring educators’ perceptions of the complex needs of young people in PRUs, and the extent to which PRUs as currently configured can meet such needs. Methods Between March 2019 and October 2020 twenty-two participants holding various educational roles from five different Pupil Referral Units across London and Southeast England were interviewed. The interviews aimed to explore the participants’ experiences of working with students in PRU’s and examine some of the challenges that they might encounter. Semi-structured interviews were analysed using Reflexive thematic analysis. Results The three identified themes and their sub-themes highlighted the complex needs of these young people and identified significant barriers to effective service provision. The first theme ‘Complexities of PRU population’ highlighted the challenges that young people in PRUs face and perceived systemic short falls in addressing such complexity. The second theme ‘Challenges of the PRU environment’ highlights the frustrations that educators experience when it comes to providing adequate support to young people in PRU’s, the absence of agency support, and the uncertainty that these educational settings can bring. The third theme ‘Peer Group Influences’ highlights the impact of peer groups from beyond the classroom on engagement within the classroom. Conclusions Despite the clear complex needs of young people in PRUs, staff reported feeling ill-equipped to support these individuals and lacked access to effective inter-agency support. Participants reported that pupils’ mental health difficulties were exacerbated by exclusion and reintegration practices, an over-zealous focus on educational outcomes and the impact of gang influences on their school lives. Implications include more specific mental health training for staff working in PRU’s, improved inter-agency working and the incorporation of trauma-informed approaches in educational practice.

Physical education in alternative provision schools: A case of spatial (in)justice?

Physical education in alternative provision schools: A case of spatial (in)justice?

Establishing Priorities for Improving Data Collection and Measurement of Mental Health and Well-Being of Adolescents With Special Educational Needs Within Nonmainstream Schools: Protocol for a Delphi Study.

There are more than 1.5 million children and young people in England with special educational needs (SEN), with over 160,000 young people in the United Kingdom attending a special school or alternative provision (AP) setting. Young people with SEN have been found to be at risk for poorer mental health and well-being than non-SEN peers. However, there is a range of both school-related and research challenges associated with identifying difficulties in a timely manner. This Delphi study aims to determine a list of stakeholder priorities for improving school-based measurement of mental health and well-being among young people with SEN, at an aggregated level, within secondary special school or AP settings. A secondary objective is to inform the implementation of school-based well-being surveys, improve engagement in special schools or AP settings, and improve survey response rates among children and young people with SEN. A mixed methods Delphi study will be conducted, including a scoping review and preliminary focus groups with school staff members and researchers to establish key issues. This will be followed by a 2-round Delphi survey to determine a list of stakeholder priorities for improving the measurement of mental health and well-being at an aggregate level within special schools and AP settings. A final stakeholder workshop will be held to discuss the findings. A list of recommendations will be drafted as a report for special schools and AP settings. The study has received ethical approval from the University College London Research Ethics Committee. The stage 1 scoping review has commenced. Recruitment for focus groups will begin in Autumn 2024. The first round of the Delphi survey will commence in early 2025, and the second round of the Delphi survey in the spring of 2025. The final workshop will commence in mid-2025 with final results expected in late 2025. There is a need for clear recommendations for special schools and AP settings on priorities for improving the measurement of mental health and well-being problems among young people with SEN. There is also a need for recommendations to researchers implementing school-based well-being surveys, including the #BeeWell program, to enable them to improve their engagement in special schools and AP settings and ensure surveys are accessible. PRR1-10.2196/58610.

Criminal Law Enforcement Against Perpetrators of Sexual Intercourse with Biological Children

Criminal law enforcement is important in dealing with cases of incestuous sexual relations involving children, aiming to uphold justice and protect victims from harm. The main objective of this study is to examine the effectiveness of law enforcement in the jurisdiction of Tabanan Police in handling cases. Using empirical research methods, this study analyzes legal principles such as the rule of law, legislation theory, legal protection, legal responsibility, and legal effectiveness. This research focuses on a specific case documented in Police Report No. LP-B/35/VII/2020/B: LP-B/35/VII/2020/Bali/Res Tbn, in which the perpetrator, MSP, was charged with violating Article 81(3) of the Child Protection Law, in conjunction with Article 64(1) of the Criminal Code, or alternative provisions under the law. The results showed that there are significant challenges hindering effective law enforcement, particularly the lack of qualified law enforcement officers compared to the number of cases, which hinders optimal case handling in the jurisdiction of Tabanan District Police. This research argues that effective law enforcement is essential not only to sanction perpetrators but also to ensure justice and protect child victims from violence and crime. The implications of this study underscore the need for increased competence among law enforcement officials to effectively handle such sensitive cases. By bridging the gap between legal provisions and law enforcement, this research advocates for systemic improvements to strengthen the law enforcement framework in combating the crime of incest against children.

Techno-econo-environmental analysis of sustainable hybrid solar-wind-biogas using municipal solid waste-based grid independent power plant with dual mode energy storage strategy

In the contemporary landscape characterized by escalating energy issues and growing worldwide environmental apprehensions, the transition towards sustainable energy assumes a critical role in enhancing the standard of living. Hybrid renewable energy systems (HRES) are increasingly seen as crucial, particularly in off-grid communities, due to their provision of dependable and sustainable electrical alternatives to conventional fossil fuels. This study evaluates the viability of an autonomous system incorporating dual-mode energy storage, as well as explores the possibilities of converting municipal solid waste (MSW) into biogas to achieve both energy and environmental advantages. This research employs NSGA-II in MATLAB environment, optimizing novel HRES for size and performance where the fundamental goals include cost-effectiveness, health hazard mitigation, and ensuring a reliable electrical supply. The findings indicate that the system under investigation exhibits an ideal energy cost of 0.1393$/kWh, carbon emissions amounting to 184283.1 kg CO2-eq/yr, a health impact of 2.56 × 10−1 DALYs, and an ecological damage footprint of 1.45 × 10−7 species⋅year. The system exhibits a job creation rate of 4.22 jobs per megawatt and attains a human development score of 0.404. Through the utilization of renewable energy sources and advanced storage technologies, it is possible to address the challenges posed by energy and environmental problems.

Examining alternative provision (AP) in two local authorities in Wales: Rationale, results, and resources

Examining alternative provision (AP) in two local authorities in Wales: Rationale, results, and resources

Who deserves help and who is bad? Race and class in ‘doing’ school exclusion

ABSTRACT This article presents findings from qualitative research on school exclusion. The study was conducted in a Pupil Referral Unit (PRU), part of alternative education provision, in England. Mixed methods used included ethnographic approaches, drama-based group work, focus group discussions and interviews. Research participants were teenage boys (age 14–16) and professionals including Teachers and Teaching Assistants (TAs). Data were analysed in multiple ways within a post structural framework, this included a participatory Data Sharing workshop with boys at the PRU and psycho social approaches. Intersectionality and post structural theories provide conceptual resources for the study. Key themes are as follows: Situated context, boys’ creative practices through rap music and the phenomenon of parents sending their sons ‘back home’ outside the UK. The article highlights school exclusion as part of a wider global context of inequity and punishment in education. It offers nuanced insights from the raced and classed experience of exclusion.

Medical occupational check-ups during the COVID-19 pandemic in the European Union.

Given the enormous scale of the COVID-19 pandemic affecting the healthcare sector, limited human resource capacity, and efforts to prevent the spread of COVID-19, occupational health protection could not escape changes. The aim was to identify and compare the regulations regarding the provision of medical occupational check-ups (MOCs) during the pandemic in all European Union member states (EU MS). The study employed the Delphi method, involving experts from EU MS to assess MOC regulations between January 2020 and May 2021. Experts were queried regarding the existence and specifics of MOC regulations, particularly for entrance and periodic MOCs at hazardous and non-hazardous workplaces. Out of the 27 EU MS surveyed, 13 EU MS did not regulate MOCs, while 14 EU MS (51.6%) regulated the provision of MOCs. The regulations were changes in the way MOCs were provided, modifications (postponement in time, alternative provision, e.g. using telemedicine or online connection, or replacing the medical certificate of fitness to work based on the MOC with a declaration by the worker), or interruption without compensation, even for hazardous works. The regulations were in effect for different lengths of time and varied in some countries during the study period. The cumulative duration of MOC interruptions in all EU MS during the study period was 137 months (7.5% of the cumulative study period of 1836 months). Given the different approaches to the provision of MOCs in EU MS, it has proved appropriate to develop an optimal unified framework plan for future similar situations.

‘I get in before they do’: the impact of voice and visibility on girls’ experience of being at risk of permanent exclusion from School

ABSTRACT This paper explores the experiences of a small sample of girls in English schools at risk of permanent exclusion. A range of visual methods were used to collect data from girls in mainstream secondary schools and an alternative provision setting which formed the basis of subsequent interviews. Through an examination of extant research and the data from this study, it is argued that issues of visibility and voice continue to be prevalent for girls at the margins of education. This paper contends that within the current educational climate in England, girls’ experiences appear to have remained the same as, or deteriorated compared to their contemporaries 20 years ago. It concludes by suggesting some possible next steps and implications for schools and those supporting girls in educational settings.

Hard to reach? Methodological challenges researching vulnerable, gang-involved, young people.

Research with young people (YP) is ethically challenging and bound in a complex maze of issues relating to power, voice and representation. Such sensitivities mean that the challenges raised in researching marginalised YP are often hard to navigate. This paper reports on research carried out with YP to explore links between mental health, school exclusion and involvement in criminal gangs. It aims to provide a practical guide to negotiating some of the methodological and ethical challenges experienced. In-depth interviews conducted with 28 YP (aged 14-24 years) who were gang involved or seen to be at risk of gang involvement. Research was conducted in youth clubs, alternative provision and youth justice settings. OBSERVATIONS/REFLECTIONS: We reflect on how navigating ethics can create barriers to involving YP as primary informants in research. We consider why it is important to overcome these hurdles and how public engagement work with recognised gatekeepers and the use of creative interview methods can facilitate meaningful encounters, where YP feel able to share valuable insights into their lives. Alongside a number of specific learning points, the paper reflects on theories behind research with YP, including the need for recognition of power imbalances and reflexivity. It concludes with thoughts on the practical realities of achieving meaningful participation or an 'authentic voice' with marginalised groups and the importance of this in informing policy and practice. The focus of this work was to collect experiences of YP who are recognised as gang-involved or at risk of being so, with a view to informing health and education policies. The scoping study for the project involved extensive public engagement work with YP exploring and trialling suitable methods of accessing, recruiting and ultimately interviewing this target group. This is central to the discussion within the body of the paper.

Impact of Industrial Estate Development on Infrastructure Sustainability in the Wijayakusuma Industrial Area, Semarang

The trend of urbanization forms a sustainable urban urgency through the planning of land use and infrastructure. In fulfilling urban productivity, these plans are often fragmented. This phenomenon occurs surrounding the Wijayakusuma Industrial Area, Semarang City. As a generator/vibrant of the economy and surrounding area, industry coexists with uncontrolled and non-standard infrastructure. The research aims to analyze the impact of industrial development on the infrastructure sustainability within and surrounding the Wijayakusuma Industrial Area. The study used a qualitative approach with mapping techniques, document review, and in-depth interviews that were analyzed descriptively and spatially. The results show that the attractiveness and economic potential of the industry have a strong impact on increasing infrastructure needs. However, the authority for independent infrastructure planning has resulted in the industry only focusing on internal but has not considered the impact/system unity of the surrounding infrastructure, like slums, not-interconnected, and non-standard infrastructure so it is not sustainable. The novelty is an infrastructure impact solution considering vibrant concepts in industrial strategic areas, through the concept of handling existing infrastructure, alternative infrastructure provision, especially livable and sustainable housing for workers, increasing access through TOD/neighborhood units, also physical planning and control policies.

Is a randomised controlled trial of take home naloxone distributed in emergency settings likely to be feasible and acceptable? Findings from a UK qualitative study exploring perspectives of people who use opioids and emergency services staff

ObjectiveDistribution of take-home naloxone (THN) by emergency services may increase access to THN and reduce deaths and morbidity from opioid overdose. As part of a feasibility study for a randomised controlled trial (RCT) of distribution of THN kits and education within ambulance services and Emergency Departments (EDs), we used qualitative methods to explore key stakeholders’ perceptions of feasibility and acceptability of delivering the trial.MethodsWe undertook semi-structured interviews and focus groups with 26 people who use opioids and with 20 paramedics and ED staff from two intervention sites between 2019 and 2021. Interviews and focus groups were recorded, transcribed verbatim and analysed using Framework Analysis.ResultsPeople using opioids reported high awareness of overdose management, including personal experience of THN use. Staff perceived emergency service provision of THN as a low-cost, low-risk intervention with potential to reduce mortality, morbidity and health service use. Staff understood the trial aims and considered it compatible with their work. All participants supported widening access to THN but reported limited trial recruitment opportunities partly due to difficulties in consenting patients during overdose. Procedural problems, restrictive recruitment protocols, limited staff buy-in and patients already owning THN limited trial recruitment. Determining trial effectiveness was challenging due to high levels of alternative community provision of THN.ConclusionsDistribution of THN in emergency settings was considered feasible and acceptable for stakeholders but an RCT to establish the effectiveness of THN delivery is unlikely to generate further useful evidence due to difficulties in recruiting patients and assessing benefits.

How is theory used to understand and inform practice in the alternative provision sector in England: trends, gaps and implications for practice

ABSTRACT This article examines how theory features in the research literatures concerning the English alternative (education) provision (AP) sector. Despite increasing interest over the past decade in how AP can (re)engage school-aged young people in learning, there has been no comprehensive review of the theoretical ideas used to understand, analyse, and inform practice in the sector. This article presents a framework for categorising the literature on AP, which refer to theory. This framework is of international relevance and can be used by researchers who are seeking to understand the state-of-knowledge on AP in their own contexts. Applied to the English context, this framework demonstrates trends and gaps in the ways theory is used to frame and understand the sector by researchers and practitioners. The framework highlights a shortage of published research which seeks to understand how practitioners in English APs understand, and use, theoretical ideas, concepts, and frameworks to inform their work with young people. We also find that theories drawn from psychological and therapeutic orientations are more common than those drawing on socio-political framings. We reflect on the causes and implications of these trends and gaps and conclude with suggestions for future research to better understand them.