Transition from Alternative Provision to post-16 settings: Navigating the challenges

越来越多的人想知道为什么选修AP课程的学生比主流学校的同龄人更不可能过渡到16岁后的教育和培训（Timpson, 2019）。AP是为因长期被排斥、身心不健康或行为问题而无法上学的学生安排的教育（教育部，2013年）。AP的学生人数正在上升-他们目前每年为200人中的1人（Gill, 2017）。然而，超过三分之一的学生未能从11年级（16岁）升入教育、就业和培训（EET） （DfE, 2018b）。这项研究调查了他们如何应对这种转变，并为当前的国家优先事项做出贡献；如何提高从AP发展到持续EET的比例（DfE, 2018）。这项研究的重点是什么支持和减缓了向EET的进展，因此哪里有机会减少未能取得进展的人数，这使得潜在的发现与政策和实践高度相关。

There is increased demand to know why pupils in Alternative Provision (AP) are less likelythan their peers in mainstream school to transition to post-16 education and training(Timpson, 2019). AP is education arranged for pupils who are unable to attend schoolbecause of permanent exclusion, mental and physical ill-health or behaviour problems (DfE,2013). The numbers of pupils in AP are rising - they currently stand at 1 in 200 each year(Gill, 2017). However, over 1 in 3 of these pupils fail to progress from Year 11 (age 16) toEducation, Employment and Training (EET) (DfE, 2018b). This research investigates how theynavigate this transition and contributes to a current national priority; how to increase theproportion who progress from AP to sustained EET (DfE, 2018). The focus in the study onwhat supports - and mitigates against - progression to EET, and therefore whereopportunities exist to reduce the number who fail to progress, makes the potential findingshighly relevant to policy and practice.