The Alternative Provision Research Network recently published a blog on the PhysOrg Conversation platform referring to findings from its research into the views of children in AP about their experience in the setting. The APRN piece makes points about the importance for providers of including student voice in strategic and operational planning; this is an accepted priority and ongoing challenge for all settings. What interests me more about the findings discussed are the views of children in AP about the stigma entailed in attending AP.
It’s not clear, from the brief article, the methodology used to produce the findings, but as a former leader in AP, I recognise and understand the sentiments expressed in extracts from student responses. Comments from children include the belief that AP is for ‘the stupid kids’ and that those who attend AP are ‘freak(s)’. Some students reported being bored and embarrassed by the babyish work set. From my own experience I know that gaps in knowledge and understanding caused by long periods of missed education, require corrective work; some ingenuity is needed to frame this in meaningful and age-appropriate activities.
Clearly, there is work to be done in addressing the language used to frame conversations about AP; it’s essential that as a sector, and as practitioners we strive to dispel misconceptions about AP and to promote the achievements of students. More than this, though, If the notoriety attached to AP, and the resulting harmful self-identification of children is to be overcome, it’s the responsibility of settings to develop curriculum options. Children need to be offered serious and purposeful opportunities to be challenged according to their individual needs,and starting points. This is a tall order and requires creative responsivity in planning and delivering curriculum; it also requires innovation in evidencing progress. Many APs are doing excellent work; many have created bespoke curricula tailored to the needs of their students, others support their students to access the National Curriculum and/or other accredited schemes.
When I ran an AP, we prided ourselves on delivery methods which were responsive to the needs of individual learners. Our approach was needs-based; it drew on relational practice which was proactive in offering opportunities for students to make positive choices. We worked hard to ensure our bespoke curriculum aligned with this philosophy; it was linked to NQF qualifications, and each subject area included ‘stretch’ elements so that, where appropriate, students could be challenged to progress beyond the limits of the designated learning outcomes for each lesson. In devising ways of recording and measuring progress we were able to break down learning outcomes into the smallest possible increments, and to recognise when these had been met in often unorthodox contexts – for us this was through adventurous activities and in the community.
These measures were not always enough, however, to ensure that all our students could routinely develop a sense of themselves as learners capable of achieving and moving forward. I remember a supportive Ofsted inspector explaining the importance of ensuring our curriculum was ‘irresistible’ to our students; I don’t think this was always the case, despite our efforts, but the aspiration has resonated for me over the years.
One of the things which I have always believed is key to supporting children who have experienced trauma in school is the capacity to measure their progress, to enable them to celebrate their successes and to build on the sense of achievement this bestows. It’s been my experience that stable and positive self identification can be achieved by those who have suffered trauma. Children respond well to opportunities to re-connect with what they’re interested in and enthusiastic about; they are receptive to support and to challenge of their negative beliefs about themselves. By providing curricula which are irresistible to each child and finding ways to measure progress, AP is well-placed to help children counteract the damaging effects of their past educational experiences. As a sector we are dedicated to achieving this and are having significant success – it’s on us to push forward in our curriculum design and tracking mechanisms.
