An exploration into teachers’ perception of quality of alternative

provision through pupil referral units, and its impact on overall

development, engagement, and mental health of students.
ABSTRACT 4

1.0. INTRODUCTION 5

1.1. Background 6

1.2. Aims and objectives 7

1.3. Research Questions 7

2.0. LITERATURE REVIEW 8

2.1. Alternative Provision in England 9

2.2. Challenges 11

2.3. Educational Outcomes 12

2.4. Student Needs and Experiences in Alternative Provision 13

2.5. Learning Theories 15

2.6. Gaps in Literature 18

2.7. Summary 18

3.0. METHODOLOGY 19

3.1. Research Paradigm 19

3.2. Research Design 21

3.3. Sampling 22

3.4. Data Collection 23

3.5. Analysis 24

3.6. Assumptions 24

3.7. Limitations 25

3.8. Ethical Considerations 26

4.0. FINDINGS 28

5.0. DISCUSSION 41
6.0. CONCLUSION 47

6.1. Recommendations 49

REFERENCES 50

Table of Figures
Figure 1: Focus on Basic Literacy and Numeracy Skills.........................................................29
Figure 2: Importance of personal development as an important indicator of achievement.....30
Figure 3: Emphasis on the successful transition back to mainstream school or post-16
transitions.................................................................................................................................31
Figure 4: Students’ safety.........................................................................................................31
Figure 5: Curriculum Provision as a priority...........................................................................32
Figure 6: A variety of teaching tools and methods to ensure motivation................................33
Figure 7: Measurement of educational attainment...................................................................34
Figure 8: AP is inspected for its suitability for student............................................................34
Figure 9: Quality of its workforce.............................................................................................35
Figure 10: Staff Motivation......................................................................................................35
Figure 11: Presence of in-house counsellors............................................................................36
Figure 12: Specialist training for in-house counsellors............................................................37
Figure 13: Special educators....................................................................................................37
Figure 14: Communication between AP and student families.................................................38
Figure 15: Communication with referring school....................................................................39
Figure 16: The changing needs of students are assessed to provide appropriate support........39
Abstract
The trend of alternative education is on a rise in the UK. Alternative provisioning has been
increasing at an alarming rate and this trend is likely to continue. The present study aims to
explore the teachers’ perception of alternative provisioning on the quality of education
offered to children who have been excluded from mainstream schools. This study will also
examine whether alternative provisioning can cater to the student needs, in terms of students’
mental health, social functioning and educational attainment. Using a quantitative study
design, this research collects empirical data from 30 teachers working in different alternative
provision institutions across the UK. Teachers’ perceptions are considered vital in this
research because they are one of the most important stakeholders in the alternative provision
system, and are privy to the administrative and educational workings of these institutions,
having the ability to identify specific factors of quality that may impact the student outcomes
in alternative provision. The study found that while alternative provision institutions do work
towards creating the ideal learning environment, the focus is more on basic educational
attainment, safety and security of students, and retaining and maintaining the quality of
teaching staff. There are some glaring areas for improvement, including the introduction of
counsellors and psychologists into the alternative provision staff, specialist training for
teachers to take care of students with special needs, and the involvement of the families and
communities to remove the stigma associated with alternative provisions, so that students can
experience better mental health outcomes.
1.0. Introduction
Educational exclusion has become a real challenge in the UK, especially since educational
exclusion has been on a consistent rise since the year 2013 (Gov UK, 2020; Timpson, 2019).
At present, the UK reports about 10 times higher rates of education exclusion, raising concern
for the mental health, social and educational outcomes of the children who have been
permanently excluded from mainstream education (Timpson, 2019; Trotman et al., 2019;
Tillson & Oxley, 2020). Though alternative education has been around for a long time,
alternative provisioning is viewed as a last resort for keeping students in an educational
environment. Malcolm (2018) finds that these programs are especially not fit for students
who have behavioural, physical and academic challenges. Education is the right of every
child and if a child has been excluded the Local Authority is legally required to find
provisions for these students (Timpson, 2019). There needs to be research into alternative
provisions to see if they are benefitting and if these programs are in the best interest of the
children enrolled. Current research shows mixed students’ views on AP where some feel
more engaged, safe, and happier in alternative provisions but in contrast, some felt isolated
and restricted in terms of their preferences to curriculum and a sense of forcefulness to attend
as they did not have another option (Graham et al, 2019; Frankham et al 2007). The research
will use a descriptive quantitative approach to describe student experiences through survey
questionnaires.

Alternative schooling systems are typically expected to experience resistance from the formal
education system owing to the perceptions of inadequate educational resources and lack of
standardization of education which is considered necessary for showing academic progress in
the conventional schooling system (Harding & Farell, 2003). It is generally expected that
young people in alternative provisions may suffer from mental health challenges, including
feelings of social exclusion, feelings of rejection or not being good enough for formal
schooling systems, social maladjustment, and a generally poor self-perception owing to the
nature of conventional education and the implications of perceiving oneself of being lesser
than others for being a part of alternative provision. These mental health issues are not always
apparent but tend to manifest in children’s behaviours and their educational outcomes. The
purpose of this research, therefore, is to understand teachers’ perceptions of the benefits of
alternative provisions for students.
1.1. Background

The Concept of Alternative Provision in Education

Exclusion by definition is the removal of a student from school so they are unable to access
education on-site (Caslin, 2021; Timpson, 2019; Stanforth and Rose, 2018). There are many
reasons why pupils are excluded from their mainstream school but the most frequent
reasoning is “persistent disruptive behaviour” (Caslin, 2021; Graham et al, 2019: Timpson,
2019). This can refer to a child not adhering to classroom norms and rules which makes
teaching difficult for teaching staff (Gidlund, 2018). After a child has been excluded they are
then given to the care of the Local Authority who will seek out alternative options for
education which may include a new school, a special school or an alternative provision site
dependent on their needs (Caslin, 2021; Graham et al, 2019; Timpson, 2019, Gazeley, 2013).
The rates of exclusion in the UK are on the rise since 2013 (Tillson and Oxley, 2020; Graham
et al, 2019) therefore as the years go on more children are educated in special schools and
alternative provisions.

However, research into the impact of alternative provisions including their educational
impact and student engagement within these provisions is scarce (Smith, 2021; Graham et al,
2019; Gidlund, 2018; Stanforth and Rose, 2018). Students who are excluded from school
have been pushed away from their right to education and are further being marginalised with
their voices unheard regarding the systems and provisions they are put into (Smith, 2021).
Furthermore, there is evidence to suggest that students who are excluded or pushed into
alternative provisions through pupil referral units may get access to education but that the act
of exclusion itself may hurt their self-concept, which eventually influences their social
interactions and their overall educational outcomes as well.

Graham et al, (2019) conducted a valuable review of literature which delves into the benefits
and some of the downsides of alternative provisions for students of secondary school age but
this research has minimal input from teachers. Current research into alternative provisions
shows that educational outcomes can be very low compared to mainstream education, and
educationally students are more likely to achieve in a mainstream environment
(Timpson,2019). Jalali and Morgan (2018) feel this is because alternative provisioning lacks
the structure, pedagogical diversity and discipline that is required for developing a strong
educational foundation among students. Most research claims that the positive and open
relationships that young people develop with staff within these settings, can lead to
improvements in social outcomes (Caslin 2021; Graham et al, 2019, Malcom, 2019; Rose and
Stanforth, 2018). However, there continues to be a lack of research in addressing the impact
of the alternative provisions on children’s social, emotional, and educational outcomes,
especially as perceived by teachers. To that end, this research will shed light on the positive
relationships young people have with staff who work in alternative provision, and how this
can have a potential impact on students’ social, educational and emotional outcomes.

1.2. Aims and objectives

To explore teacher perspectives on the benefits of a high-quality behavioural alternative
provision for academic outcomes, social outcomes and emotional outcomes.

1.3. Research Questions

RQ1 – Does alternative provision benefit a child excluded from mainstream education?
RQ2 – What characteristics of an alternative provision determine success for pupil
experiences and outcomes according to teachers’ perceptions?
RQ3 – Do teachers feel young people have developed emotionally, academically and socially
by attending the alternative provision?
RQ4 – Has attending an alternative provision developed or hindered a young person’s social
skills and mental health?
2.0. Literature Review

Historically, the UK local authorities have been known to maintain a dedicated system of
Pupil Referral Units (PRUs) that specifically cater to students who are either temporarily or
permanently excluded from the mainstream education apparatus, or at risk of exclusion (Meo
& Parker, 2004). These systems are called alternate provisions (AP). The pupils who are
covered under this system are generally those registered solely with the PRU, but some have
dual registrations, attending both mainstream school and the PRU alternately or have their
school time divided between the two (Pirrie et al., 2011). In addition to that, the AP system
itself is highly varied and a broad range of opportunities exist therein, including those
provided by independent schools, colleges, businesses and charitable organisations. AP itself
may be designed to be therapeutic, especially in the case of children who suffer from severe
behavioural, emotional, and social difficulties (BESD), or other mental health issues
(Solomon & Rogers, 2001). There are some others, who may be also undergoing vocational
learning at these alternative provisions (Solomon & Rogers, 2001).

The number of pupils in the PRU has increased significantly over recent years, with a current
total of around 50,000 students (Jalali & Morgan, 2018). In addition to this, there are an
estimated 20,000 children on the waiting list for AP provision. The majority of these children
live in London and the Southeast but there is also significant demand from other areas
including Yorkshire and Humberside (Jalali & Morgan, 2018).

In England, Local Authorities have statutory responsibility for providing education and care
services to their local area. They are funded by the central government via grant-in-aid (GIA)
allocations made by DfE through its Department for Education (DfE) (Trotman et al., 2019).
Local authorities receive funding for each child registered with them as part of their GIA
allocation. This funding is used to provide free school meals (FSM), school transport,
teaching assistants and support staff; it also pays for some aspects of special educational
needs (SEN) provisions such as speech therapy or physiotherapy (Martin-Denham, 2022). In
addition to this funding, they may use additional resources generated locally through council
tax precepts or other means such as charitable donations or sponsorship by businesses or
voluntary groups who wish to support specific schools within their area (Thomson &
Pennacacchia, 2018). This allows individual schools to decide how best they can spend
available funds on meeting the needs of all pupils across all subjects at that school (Thomson
& Pennacacchia, 2018).

While most schools will have a designated SENCo responsible for coordinating SEN
provision at all levels throughout the school, many schools do not have dedicated SENCo
roles within them; instead, SENCo work is shared between teachers and specialist staff who
may be involved in delivering different aspects of SEND provision across the school
(Thomson & Pennacacchia, 2018).

The funding is administered by the DfE via local authorities and schools are expected to meet
their legal obligations concerning SEND provision (Thomson & Pennacacchia, 2018). This
includes ensuring that all children with SEN who attend their school have access to a full
range of educational support, including FSM, transport and teaching assistants. Schools must
also provide information about SEND services available within the local area for
parents/carers of pupils with SEN (Thomson & Pennacacchia, 2018).

In England, there are three levels at which an individual's needs can be assessed: primary
assessment (PAS), secondary assessment (SAS) and special educational needs (SEN)
(Muraszkiewicz, 2019). PAS involves an initial meeting between parents/carers, teachers and
other relevant professionals such as social workers or health visitors where a child's needs are
identified; SAS involves further meetings after this initial meeting where more detailed
assessments take place; while SEN refers to any additional support needed beyond what is
provided through normal education that cannot be met through mainstream provision
(Thomson & Pennacacchia, 2018).

2.1. Alternative Provision in England

In the UK, there are more than 1,000 alternative provision schools. These schools provide a
wide range of options for students and their families (Gov UK, 2020). According to Gov UK
(2020), these programs include:
• Special Needs Schools: There are approximately 400 special needs schools in the country
that cater for children with severe or complex learning difficulties. Most of these schools
have been established since the year 2001. Special Needs Schools offer additional support to
children who need extra help to learn at school. This includes teaching methods such as
Individual Education Plans (IEPs) and inclusion in mainstream classes (Gov UK, 2020;
Timpson, 2019).

• Independent Schools: There are about 200 independent school institutions across the
country which offer education for those who do not meet government criteria for admission
into state-funded primary or secondary schools. These institutions also provide an alternative
educational setting where students can receive individualised attention from qualified
teachers and other staff members (Gov UK, 2020; Timpson, 2019).

• Academies: Academies are private sector providers of education that were set up by local
authorities under new legislation introduced by former Prime Minister David Cameron’s
Conservative Party government in 2010. Since then there has been a dramatic increase in
academies opening around the country due to their ability to improve standards of education
through increased autonomy over curriculum development and financial management
practices (Thomson, 2017; GovUK, 2018).

• Free School Meals Programmes: Under this program pupils attending free school meals will
be entitled to free lunches provided by central government-funded food banks across England
every day.

This program was set up to help children from families that are on low incomes and have
difficulties affording school meals (GovUK, 2019). • Private Education: There are many
private schools in the UK which cater for students who wish to pursue a high-quality
education without being bound by government rules and regulations (GovUK, 2020;
Timpson, 2019).

The majority of students who are in alternative provision feel they have been treated fairly
and would not want to be removed from their current placement. Many of these students also
felt that the school had made a good effort to help them adjust but it was difficult for them
because there were too many changes occurring at once (Graham et al, 2019; Frankham et al
2007).

Several students in alternative provision also expressed concerns about what might happen if
they are moved back into mainstream education. They feared that the move could be
detrimental to their learning and development, which is why we need more research on this
topic so we can develop a better understanding of how this transition should take place
(Frankham et al 2007).

Some teachers believe that removing children from mainstream schools will lead to
educational disadvantage as pupils who are removed will miss out on all the benefits offered
by being part of an inclusive school community. This includes access to extra-curricular
activities such as sports clubs or music lessons (Graham et al, 2019; Frankham et al 2007).

2.2. Challenges

A range of concerns have been expressed about the efficacy of these arrangements, both in
England, and Wales (Egan & Marshall, 2007; Taylor 2012; Welsh Assembly Government
2013; Ofsted, 2016; Malcolm, 2018; The Centre for Social Justice, 2020). Unfortunately,
research suggests that many of these arrangements lack the coherence necessary for
addressing the unique needs of the students (Trotman, Enow & Tucker, 2019). For instance,
pupils may often miss out on many vital aspects of learning – such as the core English and
math skills that are a part of the curriculum and which may become progressively challenging
as students progress in their grades (Trotman et al., 2019). Reports have also indicated a lack
of support for reintegration into mainstream education, wherein progression to further
education may often become quite challenging and both the training and employment needs
of these students become amplified. In 2014, it was found that pupils who ended KS4 in
alternative provision constituted about 1% of the entire KS4 population, but made up for
about 4% of all NEET population only (Department for Education, 2017). This suggests the
existence of significant challenges in the achievement of successful transitions to
participating in post-16 education or training.
The Government's response to this concern was the introduction of a new national framework
for education (the Education and Skills Act 2009) which established the Office for Standards
in Education, Children’s Services and Skills (Ofsted, 2016). The Act also introduced
statutory requirements on schools to prepare pupils for their transition into post-16 education
or training. In England, these are set out in section 7(1)(a) of the School Standards and
Framework Act (1998) as follows: "A maintained school must ensure that its pupils have
access to an appropriate curriculum leading to at least one award at level 2 or above"
(legislation.gov.uk, 1998). This is intended to ensure that all pupils leave school with a broad
range of skills including those relevant to future employment. Several other provisions are
included in section 7(1)(b), including provision for early intervention where there is evidence
that a pupil may be falling behind due to special educational needs; support from teachers
who will help them catch up if they fall behind; advice about how best to progress towards
achieving their full potential; information about options available outside schools such as
apprenticeships and work experience placements; guidance on how best to apply for further
study or training once they leave school; and advice on accessing further education courses.

In Scotland, Section 5(2) requires Scottish local authorities "to promote opportunities so that
every pupil leaving secondary school has access" through an appropriate curriculum leading
towards at least two levels 3 qualifications by age 18. Similar provisions were introduced in
Wales under Section 19 of the Learning Disabilities Act 2000, which requires Welsh local
authorities "to promote opportunities so that every pupil leaving secondary school has
access” to a curriculum leading towards at least two levels 3 qualifications
(Legislation.gov.uk, 2000).

The Education (Additional Support for Learning) (Scotland) Act 2004 requires the Scottish
Government "to promote opportunities so that every pupil leaving secondary school has
access" to a curriculum leading towards at least two levels 3 qualifications by age 18, and
also requires the Scottish Qualifications Authority to develop guidance on how this should be
achieved in Scotland (National Improvement Hub, 2021).

2.3. Educational Outcomes

In 2011, Ofsted published a survey in which it studied the schools’ use of off-site non-PRU
alternative provisions. The DfE has also commissioned a survey from September 2012 to July
2015, in which it noted that though the program reported improvements since 2011, there
were significant concerns – especially centring on pupils’ academic outcomes. In the summer
of 2015, for instance, the use of PRUs was studied by Ofsted and a subsequent survey was
commissioned by the DfE once again. This survey lasted from September 2016 to July 2017.
This third report noted improvements since 2011 while noting concerns about academic
achievement – something which had been concluded earlier as well.

The DfE has also published several reports on the use of PRUs, including:

In February 2015, it was announced that the government would be introducing legislation to
allow for the creation of new PRUs. The bill was introduced in Parliament in July 2015 and
received Royal Assent as the Education (Additional Support for Learning Outside School
Hours) Act 2016 in March 2016. The first new school opened in September 2017 at St
Thomas More Catholic Primary School, London. The first new school to open in September
2018 was St Mary's Catholic Primary School, London (Ofsted, 2016).

The DfE has published the following findings

 the number of schools using off-site alternative provision rose from 591 in 2011 to
644 in 2015 (a rise of 4.5%) and is now at its highest level since 2011;
 there were more than 1,000 schools with children on an off-site alternative provision
in 2015 (a rise of 17% compared with 2011); and
 Ofsted rated 23% of all schools as ‘good’ or ‘outstanding’ for their use of the off-site
alternative provision. These are the same percentage as in 2012 and 2013.

Furthermore, Ofsted (2016) claims that “Too few schools evaluated properly the quality of
teaching and learning that their pupils were receiving at the alternative provision. Less than a
third of the schools visited carried out any systematic evaluation of the quality of teaching
and learning at the placements they were using, either individually or in conjunction with the
local authority or partnership”.
2.4. Student Needs and Experiences in Alternative Provision
Barnett (2012) examines the childhood experiences and expectations across global
populations of children, to find that several interrelated phenomena exist, arising out of the
rapid pace of globalization and these have a direct and tangible impact on children’s
populations and their experiences of childhood. Barnett (2012) proposes ‘triple challenges’,
which constitute:

1. the ‘triple challenge’ of the global age, which is to understand and make sense of our
world.
2. the ‘triple challenge’ of self-identity, which is to find a way to be ourselves in this
world; and

3. the ‘triple challenge’ of action, which is to act responsibly concerning these selves.

Barnett (2000) argues that the complexity we face today stems from three interrelated factors:
the increasing interconnectedness between human beings through technology and information
flows; the increasing complexity in our social relations as a result of new forms of
communication such as electronic media; and the increasing diversity within societies due
both to migration patterns and cultural differences. These complex conditions have become
so pervasive that they have been termed “supercomplexes” by Barnett (2000). In his reading
super complexity refers not only to a condition or state but also implies an awareness that
things are more complicated than before. It suggests that there has been a change in how we
perceive reality – it has become more complex – but at what cost? If all this means anything
it seems clear that contemporary life for children can no longer be understood simply as
being about play or leisure activities alone but must include their social lives too. This point
was made by Martha Nussbaum who argued for an expanded notion of childhood based on
her understanding of Aristotle's concept of bios (Nussbaum 2000). For Nussbaum (2000)
childhood does not begin with birth alone but extends into adolescence when children move
from being dependent on adults for survival towards becoming responsible for their own
lives. The idea that childhood extends into adolescence is an important one because it
highlights the importance of children's social and emotional development. Nussbaum argues
that the purpose of education should be to prepare children for a life in which they will have
to make choices about how to live, and this requires the ability to think critically about what
is going on around them, as well as having a sense of identity and self-worth (Nussbaum
2000). This view has been supported by other scholars who have argued that education must
take account of both natures and nurture to develop children's abilities so that they can cope
with the complexities of adult society (Herman et al., 1997; Kohn 1999).

The complexity argument also implies there is no single way in which all people experience
childhood. Some societies have different ideas about what constitutes adulthood than others
do, but these differences are not necessarily linked simply to age or stage of development.
Some theorists argue that cultural differences can be traced back at least as far as our earliest
ancestors (Lancy 1994; Valsiner 1998). These cultural differences are crucial to
understanding the composition of alternative provisioning and the overall experiences of
children within the AP system.

In various studies examining student composition in alternative provisions in the UK, it was
reported that 75% had special educational needs, 62% did not have any statements and 13%
had their statements (DCSF, 2008). In another study, it was found that 79% of pupils in PRUs
had SEN (Taylor & Cranton, 2012). In 2012, the DfE figures also showed that 17% of AP
pupils and 10.4% of PRU pupils were children in care. The proportion of children in care in
PRUs is likely to be higher, as the AP census does not include all those pupils who are looked
after by local authorities. The figures from the AP census and DCSF data show that there are
still large numbers of children with special educational needs in alternative provisions.
However, it is important to note that these figures do not take into account those pupils who
have been looked after for a short time or whose parents may have had little choice but to
place them in an alternative school. It would also be interesting to know how many of those
attending these schools were placed there because they had SEN and how many were placed
there because their parents could not cope with them at home.

It is clear from this analysis that although we need more research into what happens when
families move out of mainstream education, we should also look at whether some children’s
needs can be met within mainstream schools where resources allow and where teachers feel
able to meet the extra demands on their time and energy.
2.5. Learning Theories
Theories of Self-Regulated Learning (SRL) propose that a series of cyclic mechanisms,
processes and strategies exist to help students improve their learning outcomes (Cleary &
Zimmerman, 2012). According to Zimmerman (2008), these strategies are based on the
assumption that students have different levels of self-efficacy, and they use them to manage
their own learning. Three sequential phases are used to group them - forethought,
performance and reflection (Zimmerman, 2008). The first phase, called forethought, is the
one where planning occurs, and it refers to processes that precede the occurrence of learning.
Highly self-regulated students tend to set the precedents concerning a particular activity, task
or lesson, and they also simultaneously plan how they will learn through learning plans that
would help them achieve these identified goals. These students are also able to take into
account the time required for each step in their learning plan and how long it will take them
to complete the activity.

The performance phase, or actual learning, refers to processes that occur during a lesson or
activity. Highly self-regulated students can monitor their progress through the process of
learning and adjust their behaviour accordingly (Dignath & Buttner, 2008). They can use
feedback from others as well as internal cues such as feelings of fatigue, hunger and boredom
(as opposed to external cues like grades) so they can modify what they do next based on what
is happening at that moment. In addition, highly self-regulated students have an increased
ability to reflect on past experiences (e.g., using journals) which allows them more insight
into why something happened and how they might change to avoid similar situations in the
future.

Finally, there is a reflection which refers to previous experiences and uses those memories as
a guidepost for future decisions about goals, plans and behaviours related to schoolwork or
other activities outside of school. Reflective thinking involves taking stock of one's
knowledge base by identifying gaps between current understanding/skills/knowledge levels
vs desired levels; determining whether these gaps are due primarily because new information
has not been learned or if there were problems with acquiring this information; determining
strategies for overcoming these gaps; evaluating whether one's strategy was effective;
reflecting upon why some strategies worked better than others; etc. This last aspect is often
referred to as metacognition - being aware of your thought processes while you're engaged in
thinking about them. There is a lack of research in the area of self-regulated learning,
especially as it is experienced in alternative provisions, and this is a significant gap in
research which must be addressed through further investigation.

Engaged learning is another theoretical perspective from which experiences and educational
outcomes of students in the AP system can be gauged. Teachers engage students in
meaningful learning activities that promote active cognitive processes. Students are
intrinsically motivated to learn because they have a desire to understand and master content
through the use of their skills, interests, and abilities. The teacher engages students by
providing opportunities for them to practice these skills in authentic contexts.

Engaged Learning is an approach which can be used in any subject area or grade level. It can
be implemented at all levels of education: elementary school, middle school, high school,
college/university, adult education programs and vocational training programs. Engaged
Learning has been used successfully with children as young as four years old (e.g., "The
Children's Book Project") and adults as well ("Learning Without Limits"). However, the
research on how engagement occurs in AP contexts is rather limited. It suggests that high-
quality classroom contexts are extremely salient, and they tend to serve as a protective
resource within any learning environment. For students at the risk of disengagement, this has
further implications - they serve as protective resources (Dotterer & Lowe, 2011; Hancock &
Zubrick, 2015; Pianta, Steinberg & Rollins, 1995). However, no study has examined the role
of classroom context in predicting academic disengagement for students who are at risk of
being academically disengaged. Moreover, there is a paucity of research on the impact that
classroom context may have on student engagement over time (e.g., Dotterer & Lowe, 2011;
Lohmann, 2010).

Putwain et al. (2016) examined whether high-quality classroom contexts were associated with
less academic disengagement among students at risk of being academically disengaged
during first-semester college classes. They hypothesised that higher levels of classroom
contextual support and safety would be associated with lower rates of academic
disengagement among students who were at risk to be academically disengaged during their
first semester in college courses. The study also tested whether these relationships differed by
gender and grade level. Given prior literature suggesting differences in the extent to which
males and females experience similar levels of academic stress (Dweck & Leggett, 1988), it
was expected that males would report greater levels of academic distress than females across
all three measures: Academic Stress Scale-2 (ASI-2), Academic Distress Inventory (ADI) and
Classroom Context Support/Safety Scale (CCSS/S). Finally, given previous studies indicate
that younger age groups are more likely to experience adverse outcomes from stressful
experiences such as poor grades or low self-esteem due to developmental immaturity
compared with older age groups (Achenbach & Edelbrock, 1983; Graziano et al., 2005;
Hinshaw et al., 2001), Putwain et al. (2016) found that younger age groups would report
higher levels of both ASI- -2 and ADI scores than older age groups.
2.6. Gaps in Literature
From the above literature review, it is clear that while there is extensive demographic
information regarding the pupils in PRUs and AP as well as regarding the educational output
in AP arrangements, there is a significant shortage of research on the specific experiences of
students in AP. Together, student experiences and educational outcomes tend to be the most
important aspects of gauging the quality of education being provided in AP settings. At the
same time, there has been no research involving the perceptions of teachers on the quality of
education and student experiences in AP in the UK. This is an important area for research
because teachers are an integral part of the education system, and within AP settings, research
suggests that they may be especially involved in addressing several pertinent issues related to
the educational development of students at the risk of exclusion. Since it is generally
expected that students in the AP will also be experiencing some form of health problems, it is
important for teachers to first understand the experiences of the students, and then gauge
whether and how the process of attending AP settings can have an impact on the specific area
of concern – both in their educational and social outcomes. This research attempts to address
all these gaps.

2.7. Summary
This LR suggests that there is an extensive variety of AP offerings in the UK because both
policy and local governments support AP to prevent pupils from getting excluded from
education. Though AP is not mainstream education by any means, it does provide scaffolding
for students who may otherwise be completely excluded from the public education system.
To that end, it is important to understand the socio-demographic makeup of the AP system –
specifically the fact that minority students and students with mental or behavioural health
issues are more likely to be found in these alternative provisions. However, at the same time,
the research also suggests that while AP is an extremely vital step in curbing educational
exclusion in the UK, there is a tangible need to improve funding, teacher training and
learning environments in the AP systems with the view to improving the quality of education
being imparted. Much research is still needed to understand exactly what makes up for the
quality of AP, and how AP systems are designed to cater to the specific needs of the students
that they educate.

3.0. Methodology
Research methodology refers to the framework for how the research is practically performed.
It expounds on how a study is systematically designed to ensure valid and reliable results that
address the research aims and objectives (Goddard & Melville, 2004). The process of
designing a research study involves four distinct steps: (1) identifying the research question,
(2) developing a research design, (3) conducting the study and analysing data, and (4)
reporting findings. The first step is called “research question identification” because it helps
researchers identify what they want to know about their topic. In other words, this step asks
researchers to state exactly what they are trying to learn from their study. Once the research
question(s) are identified, a clear understanding of its theoretical underpinnings and
formulated hypotheses relevant for answering those questions based on existing theories or
literature reviews on related topics within the larger field are developed (Kothari, 2004). The
research is then conducted, and research findings are presented and elucidated. This chapter
provides details of the research methodology for this study.

3.1. Research Paradigm

A research paradigm is a philosophical framework that research is based on. It offers a

pattern of beliefs and understandings from which the theories and practices of your research
project operate (Zukauskas et al., 2018). It is a conceptual framework that guides the research
process and determines the quality of your results.

A paradigm is not an absolute truth, but rather a set of beliefs about how to conduct research.
It can be changed over time as new knowledge is gained and old theories are revised or
discarded (Mertens, 2012). A paradigm provides a context for understanding what you are
doing in your research project, it helps guide you toward appropriate methods, techniques,
and procedures for conducting the study. A paradigm also provides guidelines for
determining what kinds of data should be collected during a research study (e.g., focus group
interviews vs. surveys).

The most widely recognised paradigms include positivism/empiricism; interpretivism;

phenomenology; and pragmatism.

Positivism/Empiricism: This approach assumes that scientific knowledge can be obtained

through observation alone without reference to underlying structures or ideas that might
explain why certain phenomena occur within society at any given time (Caldwell, 2015). In
other words, this approach advocates using only quantitative data and a single method to
study a particular phenomenon and believes that all knowledge of the world is objective in
nature (Caldwell, 2015).

Interpretivism: interpretivism is in contrast with positivism, and holds that reality is socially
constructive, subjective, and composed of different perspectives (Potrac et al., 2014).
Interpretivism also rejects the notion that an objective reality exists, and instead holds that all
knowledge is subjective. This lens typically suggests that research is shaped by the
researcher, and it is the researcher who brings his or her subjective view of the observed
phenomena into the research through their personal experiences (Potrac et al., 2014).

Phenomenology: This approach focuses on how individuals experience phenomena within

society at any given time instead of assuming that there are underlying structures that explain
why certain phenomena occur within society at any given time (Moran, 2002).
Phenomenologists assume that all aspects of human existence are interrelated—that they
influence one another—and therefore cannot be studied separately from each other without
losing important information regarding what makes us who we are as individuals.

Pragmatism: Pragmatism tends to involve research designs that incorporate operational

decisions based on the best possible solutions to the given research questions and problems
(Morgan, 2014). In finding the answers to questions that are under investigation, pragmatic
researchers tend to conduct research in new, novel, dynamic and innovative ways.
This research is interested in identifying empirical evidence regarding the teachers’
experiences of students in alternative provisions and therefore, positivism is considered to be
the ideal research paradigm to be used.

3.2. Research Design

The research design is the framework of research methods chosen to conduct a study. The
design of the study is critical in determining how the research will be performed, and how the
data will be collected, analysed and interpreted (Creswell, 2003). There are three main types
of research designs – qualitative, quantitative and mixed methods research. Qualitative
research is typically employed to determine the relationship between collected data, and
observations. Researchers tend to rely on qualitative research methods to answer questions
investigating the “why”.

The goal of conducting a quantitative research study is to determine the relationship between
one thing [an independent variable] and another [a dependent or outcome variable] within a
population (Sukamolson, 2007). Quantitative research designs are either descriptive [subjects
usually measured once] or experimental [subjects measured before and after a treatment]. A
descriptive study establishes only associations between variables; an experimental study
establishes causality (Hoy & Adams, 2015). The most common quantitative research designs
are:

1. Descriptive studies (also called correlational studies) involve the collection of data from a
sample of subjects that are measured on one variable at a time and then compared to another
variable. The variables can be measured repeatedly over time, or they can be measured once
only (Tripodi & Bender, 2010). To determine if there is any relationship between two
variables, they need to be compared to measure their association. In addition, descriptive
studies also include non-experimental designs such as cross-sectional surveys where the
investigator measures both variables simultaneously (Tripodi & Bender, 2010). This type of
study is useful when there are multiple measurements available for each subject because it
allows us to see relationships among different types of data collected at different times.
2. Exploratory studies are also known as correlational design. In this type of study, first
variables are measured and then relationships between them are measured. As with all types
of studies, correlation does not prove causation, but it does suggest that there may be a
relationship between two variables—in this case, age and income levels.

3. Experimental Design:

Experimental designs are used to determine whether or not a causal relationship exists
between two variables. This design involves randomly assigning subjects into groups where
one group gets the treatment while the other group gets no treatment at all [the control group]
(Swedberg, 2020). The purpose behind using an experimental design is so that researchers
can isolate factors like smoking status on their own without confounding effects from other
factors.

4. Case Study:
Case studies are used when one wants to determine the effects of a single variable on another
variable (Rule & John, 2011). The reason why this type of study is called a “case study” is
that it focuses on an individual rather than a group. As with all types of studies, correlation
does not prove causation, but it does suggest that there may be a relationship between two
variables.

This research will be conducted using a positivist approach, and therefore a quantitative
design is considered ideal for it. Within the quantitative design, a descriptive study is
considered ideal for this research since variables are not only going to be measured but also
compared with each other.

3.3. Sampling

Sampling is a process used in statistical analysis in which a predetermined number of

observations are taken from a larger population (Thompson, 2012). The methodology used to
sample from a larger population depends on the type of analysis being performed, but it may
include simple random sampling or systematic sampling. The sample is the part of the
population that is sampled. The size of the sample depends on how much data are desired and
what type of analysis will be performed.

Sampling can be used to test hypotheses, estimate parameters or perform other types of
statistical analysis (Thompson, 2012). Samples are usually taken from a larger population by
using random sampling methods such as simple random sampling or stratified sampling;
these methods ensure that each member of the larger population has an equal chance of being
selected for observation in a sample (Thompson, 2012). Other means may include systematic
sampling, which uses some method to select members from within a larger population (e.g.,
by selecting individuals with certain characteristics). Random samples obtained through
probability sampling techniques are also sometimes used when there is no reason to expect
any particular pattern in the distribution of observations among different subgroups within a
larger group, though this may lead to biased estimates if there exists some predictable pattern
in those groups' sizes (Thompson, 2012). In many cases, it is not possible or desirable to
randomly select observations from every member of the target population: instead, one may
want to choose observations based on factors such as age and gender. When this occurs, non-
random selection processes or non-probability sampling must be used so that results do not
depend on which individuals were chosen for observation. Non-random selection processes
include convenience samples and snowballing.

In this research, 35 respondents will be recruited from a pool of teachers who are associated
with alternative provision arrangements. The respondents will be recruited using a non-
probability, convenience sampling method. This method is chosen to ensure that the
respondents recruited for the research meet certain conditions – that they have at least five
years of experience in teaching within the alternative provision setup.

3.4. Data Collection

To collect data, this research will employ the survey questionnaire method. A survey
questionnaire is a research instrument that consists of a set of questions that are designed to
collect information from the respondents. Typically, a mix of closed-ended and open-ended
questions is employed in a questionnaire (Harkness et al., 2004). The close-ended questions
are typically asked in a yes/no or multiple-choice format. The open-ended questions are
typically prompted with a question. The respondent then has the freedom to answer the
question in any way they choose (Harkness et al., 2004). In addition to asking respondents
about their preferences and opinions on certain topics, researchers also use surveys to collect
data about specific populations. Researchers can use surveys for many different purposes:
determining public opinion on issues; collecting demographic information; measuring
attitudes toward various subjects; gauging consumer behaviour; examining health trends
among individuals; and more (Harkness et al., 2004). A survey may be administered through
an online form or via telephone calls from a live interviewer who asks respondents questions
based on pre-determined criteria.

This survey will be administered online, and a link will be mailed to all the respondents. The
data will be collected through the online data collection software and will be further used for
analysis.

3.5. Analysis

This research will employ quantitative methods for data analysis. Descriptive statistics will
be used to understand the data and define trends. Descriptive statistics are used to describe
the basic features of the data in a study. They provide simple summaries of the sample and
the measures (Fisher & Marshall, 2009). Together with simple graphics analysis, they form
the basis of virtually every quantitative analysis of data.

Descriptive statistics are different from inferential statistics. Descriptive statistics were used
to describe what the data shows, and in comparison, inferential statistics are used to reach
conclusions that are typically used to establish connections between variables beyond the
immediate data (Fisher & Marshall, 2009). Descriptive statistics are used for summarising
data so that they can be presented in tables or charts. The purpose is not to make inferences
about the population from which the sample was drawn but rather to describe it. Descriptive
statistics are also sometimes called descriptive measures because they describe something
(the population) by describing it quantitatively (means, medians).

The mean is the most commonly used summary statistic. It's easy to calculate and it can be
interpreted as a measure of central tendency. The median is also a good summary statistic,
but it has its drawbacks. there are many different values in your data set you need more
information about each value compared with just looking at the overall mean or median
value. So if possible use the mean unless there's something specific about your data that
makes you want to look at other kinds of measures such as medians or quartiles.

3.6. Assumptions

Results from quantitative research are generalisable and applicable to other populations. This
type of research views human behaviour as regular and predictable. The most typical goals of
the research are to “describe”, “explain”, and “predict”. However, some basic assumptions
must be used for quantitative research. These assumptions are as follows:

• The population is homogeneous. This means that there are no differences between the
members of the population.

• The sample size is large enough to draw conclusions about the entire population.

• There are no errors in data collection or analysis methods; otherwise, results will not
accurately reflect reality (i.e., random error). In other words, if certain procedures are not
followed when collecting data, then any results obtained will most likely not apply to another
situation where those same procedures aren’t followed.

• The data is analysed in a way that allows the results to be generalised.

• In quantitative research, the reality is considered to be objective, and independent of

research. Therefore, the assumption here is that reality is something that can be objectively
studied.

• Research will be able to remain distant from the respondents and independent from what is
being studied.

• The research being undertaken is free of any values and is not influenced by the
researcher’s personal experiences, attitudes and values.
• Research is based specifically on deductive theories and forms of logic. The hypothesis can
be tested in a cause-and-effect manner.

• The objective of the research is to develop generalisations that can be added to a theory
which can explain and predict the phenomenon.

3.7. Limitations

Limitations for this research include:

a. The sample size is limited to 30 respondents only and this is not a large enough sample to
produce universal or generalised conclusions. This limitation can be overcome by increasing
the number of subjects and/or variables being measured. However, there are time and
resource constraints because such actions cannot be taken concerning the present study.

b. The research design does not allow for a comparison between two or more conditions, e.g.,
it cannot determine whether one condition is better than another (e.g., compare two different
treatments). A study that compares multiple conditions would require a randomised
controlled trial (RCT) design with sufficient power to detect differences between at least two
conditions if they exist; this type of study is difficult to conduct because RCTs are relatively
expensive and time-consuming to run and very few studies have been done using this
approach. In addition, such an investigation would require many years due to the length of
time required for recruitment and follow-up after randomisation.

c. All variables in the environment in which the respondents work and develop perceptions
about the students and the alternative provisions cannot be controlled and therefore some
variables may not be measured accurately or may be measured inaccurately.

d. The researcher does not have the resources to collect all of the data that is needed for a
study
3.8. Ethical Considerations

Ethical considerations in research are the ethical standards, rules and regulations that govern
research carried out on human subjects. Ethical considerations in research are a set of
guidelines for conducting scientific studies with human subjects. These guidelines are based
on professional ethics principles and recommendations from various sources, including
professional bodies and governing organisations. Several key ethical considerations are made
in this research.

Informed Consent

Informed consent means obtaining permission from individuals who agree to participate in a
particular project before proceeding with an investigation or experiment involving them.
Informed consent should be obtained before starting any type of study including surveys,
questionnaires, interviews, focus groups etc. This process ensures that participants understand
what they will be asked about during an interview or survey so they can make decisions about
whether or not they want to continue participating in the study after the information has been
collected from them. It also means that participants understand what will happen during the
study, why it is being done and how their participation might benefit them personally, as well
as those around them.

Beneficence and Non-maleficence

The principle of beneficence is the duty to act in a way that benefits the subject. The principle
of non-maleficence means not causing harm or injury to subjects during research. This can be
done by ensuring that participants are given adequate information about the study, they
understand what will happen during it and they are provided with an opportunity to withdraw
from the study at any time if they feel uncomfortable.

Confidentiality

The principle of confidentiality means that information collected during the research should
be kept confidential. This is done to protect the identity of participants and other individuals
who may have been involved in the study. Confidentiality can also help to prevent any
retaliation against participants for participating in a study or for giving their opinions about it
afterwards.

4.0. Findings
This chapter presents the findings from the survey questionnaire. The questionnaire used a
five-point Likert scale, and in keeping with the research methods described above, descriptive
statistics were used to find the mean, median and mode for all the answers. The results from
the survey have been summarised and options 1 through 5, with 1=, strongly disagree,
2=disagree, 3=neutral, 4=agree and 5= strongly agree.
tabulated in table 1. For each of the questions findings and graphical representations are
provided therein. In the following table, 1= strongly disagree, 2=disagree, 3=neutral, 4=agree
and 5= strongly agree.
S.No. Question 1 2 3 4 5
1. The AP focuses on basic literacy and 0 0 3 28 4
numeracy skills as the path to academic
attainment
2. The AP stresses the importance of personal 0 8 4 21 2
development as an equally important indicator
of achievement
3. There is an emphasis on the successful 0 0 1 29 5
transition back to mainstream school or post-
16 transitions
4. The students at the AP are safe 0 0 0 22 13
5. Curriculum provision is a priority 0 4 12 14 5
6. Teachers use a variety of teaching tools and 0 0 5 27 3
methods to ensure students are motivated to
 learn.
7. Educational attainment is measured using both 4 17 13 1 0
standardised and non-standardised
assessments.
8. AP is routinely inspected for its suitability to 0 11 14 9 1
the students it caters to.
9. The AP believes that the quality of its 0 0 0 29 6
workforce is key to maintaining the quality of
education
10. There is regular staff training and promotion to 0 0 0 11 24
keep staff motivation high
11. There are in-house counsellors to manage the 0 22 0 3 0
needs of the students in the AP
12. Specialist training in counselling is provided to 0 22 0 3 0
in-house counsellors to ensure that the needs of
the students are met adequately.
13. Special educators are recruited and trained to 0 0 11 23 1
deal with students with special needs.
14. The processes or referrals are closely 0 0 3 23 9
monitored to ensure proper communication
between the AP and the students’ families
15. Communication with referring school and 5 25 2 3 0
family is maintained
16. The changing needs of the students are 0 0 0 23 12
assessed so that support for special needs is
consistently provided.

Table 1: Tabulation of survey results

Results
1. The AP focuses on basic literacy and numeracy skills as the path to academic
attainment.
 The AP focuses on basic literacy and numeracy
skills as the path to academic attainment
30

25

20

15

10

0
1 2 3 4 5

Figure 1: Focus on Basic Literacy and Numeracy Skills

In this question, most of the teachers (80%) claimed that the AP does focus on basic literacy
and numeracy and sees these skills as the most critical aspect of the path to academic
attainment. None of the respondents disagreed with this question, which means that all the
teachers interviewed, and all of the APs they represented, felt that basic literacy and
numeracy skills were emphasised.

2. The AP stresses the importance of personal development as an equally important

indicator of achievement

The AP stresses the importance of personal

development as an equally important indicator
of achievement
25

20

15

10

0
1 2 3 4 5

Figure 2: Importance of personal development as an important indicator of achievement

Personal development is recognised as an important provision by any education institution
and most parents expect an all-around personal development of their wards in the school.
Incidentally, 22.8% of the respondents disagreed that their APs placed any emphasis on
personal development as an indicator of achievement, indicating that literacy and numeracy
continued to occupy the prime space in evaluating achievement. However, at the same time, a
majority of the respondents, i.e., 60% of them, felt that personal development was as
important as any other indicator of achievement. This indicates that while there are some
APs, where personal development is not given a lot of weight, there are others that place a lot
of value on personal development too and these evaluate the student’s performance based on
their all-around development.

3. There is an emphasis on the successful transition back to mainstream school or post-

16 transitions

There is emphasis on successful transition back to

mainstream school or post-16 transitions
35

30

25

20

15

10

0
1 2 3 4 5

Figure 3: Emphasis on the successful transition back to mainstream school or post-16

transitions
One of the primary objectives of the APs is to ensure a successful transition of its students
back to mainstream school or post-16 transitions. 80% of the respondents felt that their
respective APs provided such transitions. A small percentage of respondents chose to remain
neutral, while about 14% strongly felt that their respective APs provided opportunities for
successful transitions.

4. The students at the AP are safe

 The students at the AP are safe
25

20

15

10

0
1 2 3 4 5

Figure 4: Students’ safety

In this question, all respondents either agreed or strongly agreed with the statement. Safety,
therefore, is one of the foremost priorities for all APs, irrespective of their nature and scale.
As educational institutions, therefore, these APs have been meeting one of their prime
responsibilities.

5. Curriculum provision is a priority

Curriculum provision is a priority

16

14

12

10

0
1 2 3 4 5

Figure 5: Curriculum Provision as a priority

It is expected from educational institutions will provide curriculum-related teaching in the
classroom so that students can achieve the skills and competencies associated with a specific
grade. Interestingly enough, 11.4% of the respondents felt that their APs were not able to
accomplish this task. 34.2% remained neutral on this question and refrained from either
agreeing or disagreeing with this statement. 54.2% of the respondents, however, agreed that
provision of the curriculum is a priority in the school and students receive curriculum-based
learning in the classroom.

6. Teachers use a variety of teaching tools and methods to ensure students are motivated
to learn.

Teachers use a variety of teaching tools and

methods to ensure students are motivated to
learn.
30

25

20

15

10

0
1 2 3 4 5

Figure 6: A variety of teaching tools and methods to ensure motivation

In this question, 85.7% of the respondents claimed that they either agreed or strongly agreed
with the statement, implying that a variety of teaching tools and methods were employed to
improve classroom outcomes by keeping the students motivated. One of the aims of using a
variety of tools and methods is that students can relate better to classroom learning and they
are also more likely to remain interested in what is happening in the class. This seems to be
important in APs, though an exceedingly small percentage of students – about 14%, remained
neutral on this statement.

7. Educational attainment is measured using both standardised and non-standardised

assessments.
 Educational attainment is measured using both
standardised and non-standardised assessments.
18
16
14
12
10
8
6
4
2
0
1 2 3 4 5

Figure 7: Measurement of educational attainment

Educational attainment is an important measure of the quality of any educational institution,
but so is the means through which attainment is measured. In this question, a majority of
respondents claimed that both standardised and non-standardised assessments were not used
in their respective APs. 60% of the respondents either strongly disagreed or disagreed with
this statement, indicating that educational attainment is measured through either of the means
prescribed. About 37% of the respondents remained neutral on this answer, while only 2.8%
of the respondents felt that their APs used both assessment methods to measure achievement.

8. AP is routinely inspected for its suitability to the students it caters to.

AP is routinely inspected for its suitability to the

students it caters to.
16

14

12

10

0
1 2 3 4 5

Figure 8: AP is inspected for its suitability for the student

As is evident from the literature review, APs have a special purpose, which they are intended
to fulfil. However, it is evident from the survey results, that not all APs are routinely
inspected. Approximately 31.4% of the respondents felt that APs are not routinely inspected
for their suitability to their primary clientele, thus putting their effectiveness to question.
Interestingly, a majority of the respondents - 40%, chose to remain neutral on this question.
28.5% of the respondents felt that their APs do assess their suitability to their primary
clientele. This presents interesting opportunities for further research.

9. The AP believes that the quality of its workforce is key to maintaining the quality of
education

The AP believes that the quality of its workforce

is key to maintaining quality in education
35

30

25

20

15

10

0
1 2 3 4 5

Figure 9: Quality of its workforce

All respondents in this question claimed that the quality of the workforce is important for the
AP. This is an important insight because as teachers, the respondents have keen insight into
the hiring and development processes for the workforce. 100% of the respondents either
strongly agreed or agreed that the APs maintain the quality of teachers. This research did not
test for any respondent bias in this question, and this can be a further area of research.

10. There is regular staff training and promotion to keep staff motivation high
 There is regular staff training and promotion to
keep staff motivation high
30

25

20

15

10

0
1 2 3 4 5

Figure 10: Staff Motivation

100% of the respondents felt that the AP engages with teachers through training and
promotion opportunities to ensure a high motivation level for its staff. This is possible
because the AP recognises the importance of teacher and staff quality to ensure achievement.

11. There are in-house counsellors to manage the needs of the students in the AP

There are in-house counselors to manage the

needs of the students in the AP
25

20

15

10

0
1 2 3 4 5

Figure 11: Presence of in-house counsellors

This question presented some interesting findings because first, only 71.42% of the
respondents responded to this question. Since APs serve a disadvantaged or minority
population, it is expected that the role of counsellors will be integral to the provisioning of
critical services in APs. However, surprisingly, of the respondents who answered this
question, a majority claimed that no in-house counsellors were present in their schools. In
fact, 62.85% of the counsellors claimed that there were no in-house counsellors in their
school. Only 8.5% of the respondents claimed that they had in-house counsellors.

12. Specialist training in counselling is provided to in-house counsellors to ensure that the
needs of the students are met adequately.

Specialist training in counseling is provided to in-

house counselors to ensure that the needs of the
students are met adequately.
25

20

15

10

0
1 2 3 4 5

Figure 12: Specialist training for in-house counsellors

Like in the previous question, this question was also only answered by 71.4% of the
respondents, and 62.85% of them claimed that specialist training was not provided. Given
that these are the same respondents who claimed they did not have any in-house counsellors,
the responses to this question are understandable. The same trends could be seen in this
question as in the previous one.

13. Special educators are recruited and trained to deal with students with special needs.
 Special educators are recruited and trained to
deal with students with special needs.
25

20

15

10

0
1 2 3 4 5

Figure 13: Special educators

In this question, about 65.7% of the respondents felt that special educators were recruited and
trained to handle students with special needs. Owing to the high acceptance of the need for
special educators, and their regular training, though some respondents chose to remain neutral
about this statement special educators are considered important by the APs.

14. The processes or referrals are closely monitored to ensure proper communication
between the AP and the students’ families

The processes or referral are closely monitored

to ensure proper communication between the
AP and the students’ families
25

20

15

10

0
1 2 3 4 5

Figure 14: Communication between AP and student families

This question sought to gauge the involvement of the families and the position of the school
as the bridge between families and children studying there. a significant majority of the
respondents - 91.4% have indicated that the APs ensure proper communication with parents
and families by monitoring the referral process. This is understandable as families tend to
want their children to excel.

15. Communication with referring school and family is maintained

Communication with referring school and family

is maintained
30

25

20

15

10

0
1 2 3 4 5

Figure 15: Communication with referring school

Incidentally, though the teachers felt that the processes of referrals are closely monitored,
parents and families tend to not value constant communication with the referring school, an
overwhelming majority of the respondents disagreed with this statement. It is believed,
therefore, that families retrain their focus on the APs, and do not get involved with the
referring school too much. This could also be one of the areas of future research.

16. The changing needs of the students are assessed so that support for special needs is
consistently provided.
 The changing needs of the students are assessed
so that support for special needs is consistently
provided.
25

20

15

10

0
1 2 3 4 5

Figure 16: The changing needs of students are assessed to provide appropriate support
Though in previous questions, respondents felt that the AP is not regularly audited and
improved to meet the changing needs of the clientele, this question’s responses indicate that
APs are interested in the changing needs of the students. 100% of the respondents claimed
that they either agreed or strongly agreed with this statement.
5.0. Discussion
The research on the development of self-regulation is still in its early stages. Several studies
have focused on the development of self-regulatory skills over time (see e.g., O'Neill &
Gagné, 2000; Ritterband et al., 1996), but few studies look at how these skills develop within
a specific context or across different contexts (e.g., classroom versus home). This study
investigated whether students who were exposed to different types of instruction would show
greater gains in their ability to regulate their behaviour than those who were not exposed to
such instruction during elementary school. In addition, this study examined whether there
was any difference between boys and girls concerning their ability to regulate themselves as
measured by performance on a task requiring them to monitor and control their behaviour
after being given some information about an upcoming test situation that could affect both the
outcome and consequences associated with making certain choices under varying conditions.

In AP schools, Diaz (2016) finds that children are encouraged to take responsibility for their
own learning and development. This is done in a variety of ways such as by setting targets for
themselves, through self-evaluation, and by taking part in classroom discussions and other
activities where pupils can express their views on issues that matter to them (Frankham et al.,
2007). The focus is not only on what they achieve but also on how they feel about it. Children
are expected to set goals for themselves and be accountable for achieving them. The research
shows that students are also encouraged to think critically about what they do learn and to
reflect upon their own learning experiences. In this way, children develop a sense of personal
competence which leads directly to independent learning at home and school.
The Alternative provision process is not a one-size fits all approach (Graham, 2019). It
requires an understanding of the child's needs and individual learning style, as well as the
nature of their disability. The nature of the child's disability, their individual learning style
and the needs of the school or setting in which they are placed will determine how much
support is required. This research identifies the lack of clarity in the AP system for those
who have been excluded and recognises that this is a significant barrier to pupils receiving
their full entitlement. The literature already recognises that there is an issue with exclusions
from school, but we also accept that many pupils will be excluded from school because they
are unable to access mainstream provisions (Graham et al., 2019). The current system does
not work well enough for some children and families; it needs reform to ensure that all
children can access high-quality education wherever they live.

The DfE review concluded that there is no evidence to suggest that APs are under-
performing, and in fact, some pupils who attend an AP have higher attainment than those
who do not. However, other research shows that there are issues and challenges facing pupils
in APs. Some of these challenges, which have also been documented in various literature
include challenges such as:
1. Fair access: The Government is committed to ensuring that all pupils have a fair and
equal opportunity to access education. Fair Access Protocols are designed to ensure
that pupils who do not have a school place can find one quickly so that their time out
of school is kept to as little as possible. This would include pupils who do not have a
mainstream place due to exclusion or already being in alternative provision. It will be
for local authorities and academies (and other providers) themselves, rather than
central government departments, which decide how they implement the policy on this
issue. The Department for Education has developed guidance on how the policy
should be implemented by schools and local authorities: "Fair Access Protocols". This
includes information about what constitutes an offer of admission and when it must be
made; procedures for dealing with appeals against offers; and information about
exclusions from schools or academies including details of appeals against such
decisions. However, in reality, APs do not have the facility where transparent
documentation of admission protocols is shared with parents, guardians and families.
2. Reintegration: one of the main agendas for APs is reintegration, but sometimes pupils
are not reintegrated into mainstream schools. For pupils who may benefit from
 staying in APs, reintegration is much harder. The government has also said it wants to
reduce the number of pupils who are not achieving GCSE or A-level, by 50% by
2020. This is a laudable aim but one that requires careful planning and
implementation. It needs to be made clear what this means in practice: how many
pupils will be excluded from compulsory education? How many pupil teachers will
we lose? What happens to those who are already excluded? The plans must also
consider the impact on other children’s education if these numbers rise – including
whether schools can cope with additional numbers of ‘at risk’ children without
increasing their class sizes significantly. A further concern is that the government
does not seem able to provide any guidance about how these new policies might work
in practice – especially given its previous failure over free schools and academies (see
our briefing). We know very little about how these plans might affect existing
provisions; whether they would lead to increased segregation; or what exactly they
mean for admissions criteria and exclusions procedures across England. These
questions need urgent answers before any policy decisions can take place.
3. Quality of teaching: The Department for Education recognises the quality of teaching
as the single biggest factor influencing the children’s classroom experience in
Alternative Provision. The Department for Education is committed to ensuring that
the quality of teaching in Alternative Provision is consistently high, with a focus on
developing and maintaining excellent practice. The Department works closely with
schools and local authorities to provide advice on improving standards of teaching
across all aspects of education; provide support for teachers in their professional
development; and, provide guidance on the recruitment process. to keep the quality of
education in Alternative Provision consistently high, it is important for teachers to
have a set of core skills and competences, but at the same time, teachers must also
have opportunities for training and development, where they are reskilled and
upskilled to deal with the changing needs of the pupils.
4. Curriculum and school ethos: relationship with teachers is very important in any kind
of educational institution. However, this relationship only becomes fruitful when there
is inclusive support and collaboration. Alternative providers have the responsibility
for staffing, which includes teachers, counsellors, psychologists etc. However, despite
the vulnerabilities of the pupils in AP, it is clear that APs do not always have the
requisite support for their pupils and they may fall short in meeting many of the
psychological, physical and educational needs.
There is usually a lot of anxiety around a referral to AP, especially through PRUs (Trotman et
al., 2019). However, AP centres are like any other school when it comes to quality – the
quality varies a lot and primarily depends on the quality and the suitability of the AP to an
individual student. As with most educational institutions, some students may find the AP
useful, while others may not. However, the key to understanding the quality of an AP is the
willingness of the AP to audit itself frequently, examine the specific needs of the students,
and update itself accordingly (Graham, 2020). Having said that, there is no one size fits all
approach to alternative provision. The following are some of the issues that might be
considered when deciding whether or not to make a referral:
 Does the child have any special needs? If so, what are they and how will these impact
their education?
 Is there a particular aspect of school life that has caused distress for this child?
 What is the capacity of the alternative provision centre in terms of resources and
suitability for this child’s needs?
 How long has it been since this child was last at school?
 Has a change in circumstances occurred which means that it would be more
appropriate for them to attend an alternative provision centre rather than another
school, such as moving home or experiencing homelessness?

Depending on the specific child and their unique needs, there are benefits to sending a child
to AP. For instance, PRUs typically involve smaller class sizes, where their learning is
scheduled and tailored to meet their exact needs. However, as Black et al. (2019) contend,
this requires the PRU or the AP to be cognizant of the needs of the students and refrain from
a one size fit all position. Most APs do tend to have access to support from therapeutic
workers and social services, and the teachers are also extensively trained to work with
students excluded from the mainstream institutional arrangements. The government too takes
a keen interest in evaluating the progress and quality of the APs. In the United Kingdom, for
example, there is a national system of schools and colleges that cater to students who have
special educational needs. These are usually based on local authority areas and provide
services in addition to those provided by mainstream schools. The National Pupil Database
(NPD) collects information about pupils' progress from primary school through secondary
school and into sixth from college or university. It also collects data about their teachers'
performance ratings as well as other staff members who work closely with them such as
social workers, speech therapists, occupational therapists and psychologists. This database is
used to measure the effectiveness of teaching practices within these institutions.

Many PRUs also offer courses on various functional skills, which end up being beneficial to
students who require this kind of support. It is also known that APs take more creative
approaches to address individual student needs, creating courses that are typically tailored for
them. In many cases, the more able students are not allowed to develop their skills and
abilities. Some of these young people who may be capable of doing a GCSE or A-level
course would benefit from a vocational course which allows them to develop their existing
skills and abilities (Johnston & Bradford, 2022). This is particularly true for those who have
been referred for dyslexia or autism spectrum disorder (ASD). The needs of all pupils must
be met so that no child is left behind. This can only be achieved by ensuring that there is an
appropriate range of courses available on offer at each school. Therefore, one of the most
important characteristics of alternative provision to ensure success for its pupils is the APs
curriculum design and delivery, and teacher training to be able to deliver this kind of
curriculum in school.

Social and emotional skills play a very important role in the development of the self and
relationships with others. Therefore, these skills must be included in the AP classroom for
students to develop emotionally, socially and academically. Ideally, there should be an
integration of SEL programmes into AP classrooms for their all-rounded growth and
development. The field of social and emotional learning is rapidly expanding in terms of
research evidence, pedagogical approaches, and policy initiatives (Weissberg, 2019). It is
now clear that many factors contribute to student success at school—including cognitive
ability, socioemotional intelligence, motivation level, and educational background—and that
these factors interact with each other in complex ways over time. Social and emotional
learning interventions can help address these interactions by helping students develop
effective strategies for managing emotions during stressful situations or building positive
relationships with others at school or in home environments where they may feel isolated or
unsupported by parents or teachers who do not understand their needs for support in school
settings (Mahoney et al., 2018). Interventions need to be tailored individually according to
individual differences across learners so that they provide opportunities for developing both
cognitive abilities such as problem-solving skills and knowledge about oneself along with
broader aspects such as self-awareness and empathy towards others while simultaneously
fostering positive attitudes towards school and learning.

Sadly, it is an inescapable fact that many of the students in alternate provision originate from
disadvantaged families, have poor educational attainment or are living in poverty. Many see
themselves as failures without any academic prowess and disengagement with society
through their lack of educational achievement. This is not a new phenomenon and there have
been many attempts to address the issue. However, it remains an ongoing challenge for
schools and education professionals. The first step is to understand what makes these students
tick so that people can begin to work together more effectively. It is important to recognise
that they may be different from their peers but they are still learners and need support just
like any other student. They also need encouragement and positive feedback which helps
them feel valued as individuals rather than feeling like failures or victims of circumstance
(Tejerina-Arreal et al., 2020). This requires all stakeholders – teachers, parents, carers and
school staff – to work together in partnership with the children themselves. Understanding
why they are in alternative provisions provides a starting point for developing strategies
which will help them move forward successfully toward mainstream education (Mullarkey,
2019; Tejerina-Arreal et al., 2020). There are many reasons why a child may be placed into
an alternative setting including academic underachievement; behavioural issues such as
truancy or poor attendance; medical problems such as learning disabilities or mental health
difficulties; family breakdowns affecting educational progress; social exclusion due to being
homeless or living in temporary accommodation away from home where schooling has
become impractical due to distance from school premises or lack of transport links (Tejerina-
Arreal et al., 2020). In some cases, there may simply be no suitable placement available
within the local area.

To help a child make the transition successfully from an alternative setting back into
mainstream education, several strategies can be employed. These include: providing support
and guidance; ensuring children have access to learning materials such as books and
equipment; developing relationships with parents and carers so they understand their child’s
needs; providing extra time for homework or revision if necessary; helping them develop
good study skills by encouraging independent learning at home or in small groups outside
school hours (Tejerina-Arreal et al., 2020). Teachers mustn't assume that all children who are
placed in an alternative setting will need these types of support. Some may well be able to
manage without any additional help whatsoever. However, teachers must take on board the
needs of all pupils when planning lessons and activities which will contribute to their success
once they return to mainstream provision (Mullarkey, 2019). The most effective way for
schools to engage with families about how best to meet the needs of their children is through
parent-teacher meetings (PTOs) which provide opportunities for both schools and
parents/carers to discuss issues relating specifically to each pupil’s progress (Malcolm, 2019).
This can also form part of wider discussions between staff members at different levels within
the school community including governors, senior management team members and specialist
subject advisers who work closely with specific groups of pupils such as those identified as
being vulnerable due to social exclusion factors or medical conditions affecting attendance at
school.

6.0. Conclusion
The new schools providing alternative education provisions face challenges in terms of how
they can best support those students who need it most. This research also highlights several
areas where further research is needed to understand what works best for those young people
whose needs are not being met by mainstream schooling.
It is evident from the research results that basic literacy and numeracy are considered most
important for academic attainment in APs. This belief could stem from two reasons – first,
that basic literacy and numeracy attainment was enough for pupils attending APs, and
second, that this was the best that APs could do, given the social beliefs attached to them and
the funding challenges they routinely faced. At the same time though, teachers do recognize
personal development as an important aspect of learning at AP owing to its significance to
all-around development. The APs and their teachers are also sensitive to the student
transitions to both mainstream school and post-16 transitions. Another important insight from
this research is regarding curriculum provision. A majority of the participants in this research
see curriculum provision as a priority and therein lie opportunities to introduce various
important aspects of learning, including SEL learning. Overwhelmingly, the participants in
this research stated that a variety of teaching tools and methods was important, and they used
them to ensure continued motivation. However, only standardised tests are used to measure
student outcomes. A very small percentage of APs are likely to use both standard and non-
standard tests to measure educational attainment.
Of the more glaring outcomes of this research, are the revelations that APs are rarely
inspected for their suitability to the students they cater to. It is expected that APs will perform
well only if they continue to evolve to suit the needs of their students. However, a majority of
respondents claim that there is no provision for auditing the quality of APs and therefore the
APs do not use any specific strategies to evolve or improve their quality. However, on the
upside, it is clear that APs ensure the quality of their workforce by providing them with
adequate training and career development opportunities to keep them motivated. Still, the
weaknesses of the APS continued to reveal, as a majority of the respondents claimed that they
did not have in-house counsellors in their AP, and no specialist training was provided to
counsellors or teachers who would assume the responsibility of counsellors in the APs.
Special educators, however, were recruited to take care of the special needs of certain
students.

Overall, this research was able to successfully answer all the questions that it framed. The
first question it asked was if alternative provision benefitted a child excluded from
mainstream education. The answer is yes. By maintaining the basic literacy and numeracy
attainment, focusing on the overall development of the child, using different teaching
techniques, maintaining the overall quality of the teachers, and ensuring that the needs of the
students are met through special educators, the alternative provision does benefit children
excluded from mainstream education. More so, because there are efforts to help students
successfully transition from alternative provision to the mainstream using various strategies.

Secondly, this research asked about the characteristics of alternative provision – teachers
believe that curriculum provision, use of different teaching strategies, and focus on children’s
all-around development and safety, are usually the characteristics vital for the success of
pupils in alternative provision. These are the areas, where APs are already covering a lot of
ground.

The third question this research asked was if teachers feel young people have developed
emotionally, academically and socially by attending the alternative provision. To that end,
this research has not been able to gather a sufficiently erudite answer. The research suggests
that standardised tests are used to test student outcomes, and it is not clear which outcomes
are being tested. However, considering that teachers do feel that all-around development is
necessary for students, it can be inferred that efforts are made to improve and assess both
learning skills and emotional and social needs. The literature further suggests that children
who are on the brink of exclusion or who have already experienced exclusion are more likely
to benefit from alternative provisions as opposed to being excluded completely. Further
research may be required to examine how students are performing in their post-16 transitions
after having attended APs and whether there are differences in their own academic and
personal development as compared with their peers from mainstream institutions.

Finally, this research asked whether attending an alternative provision developed or hindered
a young person’s social skills and mental health. The answer to this question is a resounding
number. From this research, it became evident that children in APs will have benefited from
counsellors with specialised training to handle these special situations. However, clearly,
alternative provision has failed to provide the appropriate space where mental health may be
attended to. Research shows that students in APs are more likely to experience social
exclusion, feelings of rejection, and the social stigmas attached to the perception of APs.
However, there is little mental health service available in APs to address these issues and this
can lead to the overall decline of the mental health of the pupils. This can have implications
for the overall development and learning outcomes of the students in APs.

6.1. Recommendations

Keeping in mind the conclusions drawn from this research, the following recommendations
can be made:
1. Social exclusion is a real challenge in APs because the young students enrolled in
these institutions have not been in school long enough to develop appropriate social
behaviours. Teachers and specialised educators must facilitate the formation of peer
relationships and must monitor students for low self-esteem so that they do not feel
more isolated and vulnerable, and may not have to face crippling rejection that
impacts their overall academic and personal outcomes.
2. This research shows that APs take the safety and security of their pupils very
seriously. However, only physical safety is not enough. APs must be routinely audited
and their environment must be checked to prevent bullying, toxic masculinity culture,
and problematic student behaviours. Most of the students in APs likely have poor
coping mechanisms, because of which they are on the brink of exclusion from the
 mainstream, or have already experienced exclusion. When schools are not able to
manage this problem behaviour, students are likely to report poor mental health.
3. Trauma and stigma are both realities at AP. Bullying and anxiety around being
singled out for exclusion are often experienced by students enrolled in APs. This is
exacerbated by the social stigma surrounding APs, owing to their poor perception. It
is the role of the government authorities and teachers to communicate with
communities and let them know that attending alternative education does not make
anyone stupid. Instead, it allows them an opportunity to get the attention they need,
which would often be impossible in a mainstream institution.

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