In our sample, Head teachers’ comments expressing positive attitudes to managed moves outnumbered negative comments by about 2-1. Most of the other comments were constructive, focusing on how the system could be improved.
Amongst families, positive comments outweighed negative by more than 2:1. Where there had been turmoil and distress, parents did not blame the schools if in their view real efforts had been made, usually by someone in the school whom they knew and could name, which were ‘above and beyond the call of duty’. One local authority informant called these professionals ‘the second-milers’. Families and children were sometimes given support and sometimes treated with insufficient consideration. Parents were usually content in the end if their child was able to continue in education.
Parents Narratives
The parent narratives below indicate the lack of consistency across England in how managed moves are delivered. Whilst many parents found the whole experience difficult at the time, their accounts suggest this was not necessarily due to bad practice – it was a very difficult time. It is clear from the narratives below where skilful facilitation reduced the level of angst for families and children. In some places there was little support and even no communication. Travel was often an issue.
‘I didn't even know he’d had a move. He went to school and they told him he wasn't supposed to be there so he came home. Then I got a letter saying he was on some programme and that someone was going to get in touch. It took five months …’
‘We met his teacher and a school Governor. They suggested a managed move and asked us to pick a school. Terry wasn’t happy but I agreed it at the meeting. It got a bit heated and I still got a permanent exclusion letter. His attendance and behaviour was patchy at first, but now he’s a star pupil. It was the best thing for him, because he is doing well there
‘He asked to move because he did not like the school. So he filled out a ‘Wanderers form’, which the school provides when you want to ‘school hop’. They wanted him to stay but he went to see the deputy Head and started the next day.
‘He was getting into trouble constantly, always playing the joker - when he got there! Someone from behaviour support suggested to me that the relationship with the school had broken down and there was a danger of permanent exclusion. We had 3-4 meetings and had to do some paperwork. At one point I thought Harry might not make it to year 11 and because of the managed move he did. It’s a very useful alternative to exclusion’.
Children’s accounts
Managed moves seem to have a generally positive impact on family life. For instance: ‘We get on together more, there are less arguments as there’s less trouble at school’
One student felt that he was being bullied and disliked school just as much. Another described being calmer – he put this down to ‘a better attitude to school’. Longer term outcomes of the move for learning were often good. When asked about outcomes, half the children were able to describe a prosocial career choice. One said he thought the managed move had helped, although another said his grades were getting worse.
‘I’m doing quite good. I think I will keep my place there. I know how to behave well enough.’
‘I’m doing better at all subjects. I’m thinking of being dance teacher’.
‘Things have got better. I come home in better mood and because I’m not doing full time education. I have more time to spend with my family’
‘I feel better and more optimistic now’.
In this managed move an opportunity seems to have been missed to make the young person accountable for their actions, whilst supporting them to change their outlook:
‘I don’t know why they asked me to do a managed move. I was swearing a lot and kicking off at teachers and arguing with them.’
None of the children interviewed said they felt they had a choice although several said they recognised ‘it was the only option’ and another commented that at first he didn’t want it – but then he did. Interestingly, nearly half said that they think the move helped them even though they did not want to move. Children generally felt much more positive about the receiving school than the original school.
Head teachers’ views
The main themes arising from the Head teachers’ comments were fairness and equity in resources, allocation and funding; sustainability; and levels of support, training and guidance. Where networking arrangements are in place, they were more positive about and the issues mentioned above, and negative comments reflected the absence of these. Some Heads shared their ‘knowledge in practice’ about what worked. Key values repeatedly mentioned were honesty and trust between Head teachers.
Networking
They need some element of central co-ordination to determine a child’s suitability for mainstream education and the school. Good collaboration is needed between the heads to manage it. Head teachers must sign up to the principles and the detail will sort itself out.
We feel very positively about managed moves within the context of a federation of schools working closely together in our area.
Honesty and co-operation between local schools is the key ingredient with support in the event of a breakdown. It needs partnership between schools and leadership from the Local Authority
Support for these moves from county and external agencies is vital to tackle the root causes of the child’s exclusion.
Positive
It gives a huge sense of achievement when a school community is able to successfully support a managed moves though to the end of KS4.
This school is inclusive and we believe in second chances. These are young people, not monsters!
Helps reduce the trauma getting to a permanent exclusion would generate.
Managed moves provide an effective way of avoiding permanent exclusions.
Negative
We moved away from managed moves because of pressure being put on parents this affected the parents’ right to challenge.
The main barrier to managed moves has been the difficulty engaging with other schools.
Definitely not enough support and training!!! We have shown our initiative due to lack of guidance.
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