Bagley, Christopher; (2013) "Pass the parcel" :are managed moves an effective intervention : is there a role for educational psychologists in facilitating the process. Doctoral thesis , Institute of Education, University of London.

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Abstract

Permanent and fixed-term exclusions were introduced in the Education Act (1986). Despite ongoing assertions by the government advocating a reduction in exclusions, the demographic of those excluded has remained similar. A managed move is an alternative to permanent exclusion. Little research has evaluated the process or assessed what constitutes best practice. This study establishes how the managed move process works, the reasons managed moves are initiated, what constitutes and influences success, the problems and how Educational Psychologists (EPs) can best impact upon their implementation. A single case study methodology was adopted. Within one Local Authority, four sub-groups were highlighted: school professionals (SPs), Local Authority (LA) officers, parents and young people (YP). A mixed-method design was used. Quantitative data on exclusion were gathered from the LA and national records. Semi—structured interviews took place with eleven SPs, five LA officers, five parents and five YP. These were evaluated using thematic analysis. Further data regarding YP views was elicited using personal construct psychology and solution-focused methods. The researcher, as an embedded member of the LA, was able to report informal observations around managed moves in context. Managed moves are discussed at the borough School Behaviour and Attendance Panel (SBAP) and brokered by Head-teachers. When a YP experiences a managed move, they remain on roll in their starter school and take part in a six week trial in a host school. Bullying / social isolation, breakdown in relationships and behaviour were the main reasons given for managed moves. Success was defined as where a YP experiences happiness and improved self-perceptions and makes progress in their learning. Factors contributing to success included: a fresh start for YP, without pre-judgement, effective home-school communication, early intervention, pastoral work, commitment of all stakeholders, school suitability and involving the YP in the process. A number of problems were identified, including: inter-school tensions, negative narratives around YP, use of the process as an alternative to permanent exclusion, a provision gap for YP with additional needs, accurate identification of special educational needs, the impact of the results agenda, issues around timing and family stress and systemic concerns regarding UK education policy. The findings suggest that EPs could maximise their impact by clearly explaining their skill set, working preventatively, accurately establishing YP's needs and using systemic and social constructionist thinking. Potential implications at LA and national level are discussed.

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