This research is an evaluation of a Key Stage 3 intervention, Sanctuary, from its inception, through its evolution across nine years. The research explores the dichotomy related to achievement and inclusion and the conflicts that emerge when poor behaviour is involved. Pupils were identified in each of the three key stage 3 Year groups using criteria. These identified pupils were taken out of mainstream school into the resource base for a three week intensive course aimed at improving their basic numeracy and literacy skills whilst still ensuring provision of the core curriculum. Their adapted curriculum also included strategies to manage behaviour and anger and opportunities to develop self esteem, empathy, resilience and nurturing. The first research question was to investigate if the intervention provision answered the needs of the identified pupils. This justification was based on a formative evaluation of available literature and research. The second research question looking at the impact of the intervention required a summative evaluative methodological approach using documentation, questionnaires and interviews. Teachers, peer members, parents, employers, external inspectors and the young people themselves recognised improvements commensurate with other similar research as a result of the intervention.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:543168 |
| Date | January 2013 |
| Creators | Amphlett, Mary |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/3053/ |
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