Factor 2 Interpretation from the Viewpoint of the Negative Pole

Title:

It helped me when…I had routine, structure, boundaries and a ‘secure base’. I needed preparation and support from my previous school (AP) during reintegration.

Summary of Factor:

The viewpoint expressed by this pupil indicated that peer relationships, friendships, and participating in social activities were not significant factors in supporting successful reintegration. The pupil valued the support available in AP and felt that it was important for similar strategies to be implemented in the mainstream setting. This pupil found routine, structure and boundaries particularly helpful and benefitted from additional support with learning and academic tasks. This pupil did not initially feel ready to join a mainstream school and therefore appreciated a lot of preparation prior to reintegration. The desire for a ‘safe and secure base’ was evident. The meeting with parents and school staff before the transition took place was also deemed helpful in order to facilitate an understanding of the reintegration process.

Factor 2 Array (Mirror Image):

Demographic Information:

Full First-Person Viewpoint from the Negative Pole of Factor 2: Support from Alternative Provision/Reintegration Factors

It was helpful that my previous school (AP) prepared me before I moved to this school (06, +2) and I enjoyed taking part in group work and having individual support there (20, +1). I think that helped me. I also really valued the meeting that took place with my parents and school staff before I joined the (mainstream) school (23, +4). “This helped because then I knew what was going to be in place for me, for

example I had a support worker” (01M11). Plus, they told me that this was a chance

for a fresh start (21, +2) so that helped to change my view of reintegration. I suppose that knowing what the steps were going to be in moving to this school (15, 0) was kind of helpful too. I like structure. And I guess that’s why I didn’t find it helpful to start school on a part-time basis and gradually increase my time here (31, -2). I’d rather just settle in and get used to normal school routines. I did like that I was asked what I thought about moving to this school (17, +1) but this was “mainly

by my Mum” (01M11).

The participant who is associated with the negative viewpoint captured by Factor 2, and thus whose viewpoint was in direct opposition, now attends a mainstream secondary school. The participant is male, aged 11, and has an EHCP relating to SEMH needs. The participant spent three months in AP following permanent exclusion and reintegrated into a mainstream primary school in January 2015.

Peer Relationships and Friendships

For me, peers weren’t a helpful factor in supporting my reintegration into mainstream education. It didn’t help that I had friends in school (19, -4) and I didn’t need other pupils to be kind and welcoming (33, -3). So it wouldn’t have helped if a ‘buddy system’ were in place when I moved to this school (37, -4). I’m not really interested in the social aspect of school and being ‘included’ with peers is not my main priority because “I have friends outside of school” (01M11). I wouldn’t have wanted to take part in activities outside of school hours, such as after-school clubs or sports teams (30, -2).

Timings/Strategies in Mainstream School

It didn’t help that I felt ready to join a mainstream school (33, -3). In fact, “I didn’t…I

quite liked the PRU” (01M11). So it was important that I had support from my

previous school (AP) and that staff kept in touch (34, +2). I liked that school staff listened to me and tried to understand me (2_{29, +2) “in the PRU” (01M11). I felt}

supported there so I wanted similar strategies to be implemented when I moved to a mainstream school. For example, having structure, routines and boundaries. It helped that there were clear consequences for breaking the rules (18, +4) because things like “detentions help me know what I’m doing wrong…I think rules and

boundaries help me” (01M11). So it was good that I knew what I should and should

not do in this school (26, +3).

2 _{This participant interpreted statement 29 (‘school staff listened to me and tried to understand me’)}

in terms of staff in AP as opposed to staff in mainstream school. This is reflected in the first-person viewpoint.

School Staff Support/Staff Approach

With regard to support from staff in the mainstream environment, I valued receiving extra support with learning and academic tasks (32, +3) but I didn’t need a particular member of staff that I could go to in school (01, -1). “I don’t think I really get on with

many adults” (01M11) so it wouldn’t have helped if I got on well with school staff

(27, -2). I wasn’t all that bothered about staff talking to me and showing an interest in me (14, 0) and I don’t know if it was helpful that staff were aware of the things that I needed more help with (10, 0). I’m not sure how helpful it was that staff in school believed that I could do well (07, 0) or that they noticed my strengths and achievements (11, 0).

Individual Factors/Pupil Characteristics

I suppose I wanted to do well in school (36, 0) and I did make some effort to improve my behaviour (09, 0) when I moved schools. But I wouldn’t say that I set myself goals/targets (08, -1) and the idea of getting good grades/marks in my schoolwork (12, -1) didn’t help the reintegration process as such.

Family Support and Parental Involvement

I did have support and encouragement from my family (02, +1). In fact, “my family

were really supportive” (01M11) and that was helpful. “My Mum and Dad believed in me” (01M11) and I knew that my parents wanted me to do well in school (25, +1).

That was important. But I don’t think that talking to my family about school (24, -1) helped with my reintegration.

Environmental Factors/Strategies in Mainstream School

Even though some of the strategies in mainstream school really helped me during reintegration, for example routines, structure and boundaries being put into place, I didn’t find being allowed ‘time out’ when I needed it (05, -3) very helpful and I don’t think I needed a quiet place to go to in school (22, -1). “It might have been helpful…I

don’t know” (01M11). As previously mentioned, I wasn’t bothered about feeling

included in school (03, -1) but it did help that I felt safe (28, +1) so having a ‘secure base’ is really important. I also think that it would have been helpful if I could make choices about which lessons I went to (16, +1) because “I’d like more PE” (01M11).