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Transition: From an Alternative Provision (AP)
Authors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study focuses on transitioning students from an Alternative Provision (AP) to a new secondary school setting, aiming to create an effective "introduce and fade" approach. This is particularly relevant for students with Inclusion and Special Educational Needs and Disability (ISEND) in order to ease their adjustment to a new educational environment.
Aims: The primary aim of the research is to refine a transition strategy that can effectively support students moving from temporary alternative education settings into mainstream schooling. By establishing a structured yet flexible approach, the study seeks to enhance the learning experience and social acclimatisation of these students.
Methods: The research involves a cyclical action research process, which includes planning, executing, reviewing, and refining interventions. Two action research cycles were conducted, each informed by relevant literature on effective transition practices. Ethical consent was obtained from all participants to ensure the study adhered to ethical standards. The methodology included collaborative activities between students and staff from both the new school and the Alternative Provision, facilitating a supportive transition process.
Findings: The findings indicate that structured planning and the gradual introduction of new staff relationships have significant positive effects on student anxiety and adjustment. Tools such as the "Three Houses" activity were utilised to understand students' preferences and concerns, providing vital insights for staff to address individual needs. The approach promoted transparency in communication about students' feelings, fostering a collaborative environment where both school and Alternative Provision staff can support the transition.
Implications: The study provides valuable insights for practitioners working with students in transition from alternative settings to mainstream education. The "introduce and fade" method may inform other educators about the importance of structured transitions that prioritise relationships and emotional well-being. Additionally, the use of tailored activities can be replicated in other contexts to support similar student populations facing transitions.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), alternative provision, transition, introduce and fade