Aims of the study

4.3.1 Links with previous research methodologies

As reported in Chapter 2, there has been extensive research into the effectiveness of nurture groups (Cooper and Whitebread, 2007; Bennathan and Boxall, 2000), and also into the effects of secondary school transfer (Galton et al,1999) over several decades: however there appears to be little research exploring the value of using a nurture group to support transfer. ‘Mini-school’ approaches to transfer have been adopted, and evaluated using norm- referenced attainment data (Sainsbury et al, 1998). A positivist approach to investigating the effects of secondary school transfer was used by Dutch and McCall (1974), using a quasi- experimental design, with a matched control group to evidence the effects. Meanwhile, Tobbell (2003) and Atkinson (2006) adopted a qualitative approach, eliciting pupil views regarding the experience of transfer. Mixed methods research conducted into the effectiveness of nurture groups, such as that by Reynolds, McKay and Kearney (2009) has evidenced positive effects, using both quantitative and qualitative measures.

The current research builds upon the work carried out by Cooke et al. (2008), providing evidence of the effectiveness of using a nurture group approach to support vulnerable pupils in secondary school, via a case study approach. It also includes use of quantitative measures of progress, using the Boxall Profile (Bennathan and Boxall, 1998), and taking account of standardised attainment measures used by the focus school.

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The research aims to provide an original contribution to knowledge and development of theories about transfer to secondary school. Through collaborative work with the secondary school, (Timmins et al, 2006) the study provides data describing the children’s academic progress during their first year of secondary schooling; a time when other studies have shown that vulnerable students such as this target group, are likely not to make progress (Galton et al,1999).

Main links of this study are to previous research by Tobbell (2003), investigating children’s perspectives of the transfer process in relation to key themes, and Cooke et al. (2008) utilising a nurture group approach to support vulnerable secondary school pupils post- transfer and its evaluation.

4.3.2 Overall research study plan

As noted in Section 4.2.3, this research uses a mixed-method approach, using both qualitative and quantitative research methods. The reasoning behind this arose from consultation with school staff regarding what evidence of effectiveness they sought, and would find convincing regarding the nurture group approach to supporting school transfer. In parallel, the value of a more qualitative approach was also acknowledged. This had the capacity to illuminate what features of both the transfer experience and the nurture group experience had been meaningful, and perhaps contribute toward explaining how and why the nurture group experience had affected participating young people. Brannen (1992) notes the value of mixed-method research in that the selective use of methods ought to be based upon the purpose and circumstances of the research. In this case, quantitative data regarding reading and mathematics skills, along with Boxall Profile data (Bennathan and Boxall, 1998), would meet the requirements of school as records of progress. In addition qualitative measure would inform a rich picture of the experiences of the young people, staff

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and parents involved in the nurture group, to inform understanding of what works and for whom.

4.3.3 Use of the RADIO model in working collaboratively with the school

Working in collaboration with school staff to create a meaningful evaluation of an initiative in school required careful consideration. The Research and Development in Organisations (RADIO) framework, (Timmins et al, 2006), was developed to support external researchers/change agents such as EPs in collaborative working with schools/developmental research in complex organisations. This model of ‘self-reflective enquiry’ enables exploration using research and practice. Ashton (2009) states the students’ voice can be a powerful driver for change.

RADIO provides a particular structure for action research with a framework providing clear sequential steps to support and structure the process. It allows for flexibility in the methods of data collection and analysis (Ashton, 2009). RADIO consists of 12 steps, organised within three overlapping phases, as outlined below. The model provides a prompt the researcher and takes account of the complex nature of research in complex organisations.

Initial awareness of needs and invitation to act lead to a clarification of concerns of sponsors and/or stakeholders within the educational setting provides a clear, shared rationale for the project, and from this research models are explored and developed. The specific focus of concern is clarified to enable to negotiate a framework for data gathering. The data gathered are processed with stakeholders to ensure the analysis process is transparent and the reported findings rendered more meaningful, so that data processing can inform decisions about actions to be taken, which can be implemented and subsequently evaluated (Timmins et al, 2006). The model, as used in this study, is illustrated in Figure 4.1.

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The RADIO model, as noted by Ashton (2009) provides a useful structure; however it has an important missing step. Ashton states that the model is helpful in making projects as participatory as possible but also cautions:

It is possible to create the illusion of participation in research when really there are people whose only involvement

is to provide information on which others will make decisions. p228

This is particularly pertinent in schools, where adults are in a position of power, and whilst the views of students are often sought, they may not be acted upon.

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Figure 4.1: Application of the RADIO Model, Timmins et al. (2006)

RADIO phases RADIO stages Typical activities

Clarifying concerns Research methods mode Organisational change mode 1. Awareness of need 2. Invitation to act

3. Clarifying organisational and