Exploratory and explanatory research was conducted into the impact of a model of person centred reviewing. In the existing literature, although children and young people who take part in person centred processes typically describe a positive experience, the overall evidence base for the effectiveness of the approach in education is not robust. Using a qualitative methodology, interview data from five SEN Coordinators working in local authority primary schools, which were part of a project piloting the use of a model of person centred reviews, was analysed using critical realist grounded theory. The primary aim of the study was to explore the impact that adopting a person centred review process had in schools that were part of the pilot project. This includes the potential impact on children, teachers, parents and the whole school. The secondary aim was to explore how any changes have come about. Two research questions were derived from these aims. The primary, exploratory research question was: “What changes have come about in primary schools that have been running person centred annual reviews as part of the local pilot project, according to SENCos who have been leading them?” The secondary, explanatory research question was: “How, according to SENCos who have been leading person centred reviews, have these changes come about?” The theory developed from the data proposes that the local model person centred reviews can have a transformative impact on SEN provision in primary schools with a supportive ethos. More specifically, the grounded theory identifies causal factors which give rise to particular effects. It suggests that in bringing people together, making them feel they are on the same side and enabling reciprocal listening in a structure which supports honesty, positivity and constructiveness, the model of person centred reviewing being studied has an impact on everyone who takes part. The theory proposes that, while the model is not without risks, children who take part develop their skills and their self-determination. Similarly, it proposes that relationships improve for children, parents and school staff, alongside developing teamwork and a feeling of being part of a “caring community”. It also proposes that SEN systems and practice can improve in a number of ways. The theory has implications for local practice around person centred reviews, as well as at the national level, given the priority given to the approach in recent government guidance.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:688056 |
| Date | January 2015 |
| Creators | Sutcliffe, Andrew |
| Publisher | University of Essex |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://repository.essex.ac.uk/16694/ |
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