Views of ABP supported pupils and their parents We relied on the four ABP Coordinators to enable us to gain access quickly to young people supported by the ABP and their parents. We asked for a sample that illustrated the range of strategies used by the ABP and for those who might be willing to talk to us. We spoke to 22 young people from across the four ABPs and 14 parents drawn from three of the four ABPs. Almost certainly, our achieved sample was skewed towards those with positive views. Our findings from these young people and their parents should therefore not be generalised to all young people supported by the ABPs and their parents. Nevertheless, it offers a wide range of views and experiences encountered by the interviewees. Views of the sample young people All 22 young people were generally positive about the provision they were receiving. Those in off-site alternative provision expressed a preference for practical, hands-on learning, as opposed to sedentary learning, and valued the opportunity to learn in this way in their new setting. They also valued the greater attention they received learning in small groups and with the support of attentive additional staff such as personal coaches and teaching assistants. This highlights the fundamental importance to learning of attentive and positive adult-young person relationships, as well as of positive peer relationships. 31 See Figure 2. Although most of the 22 sample young people reported that their alternative educational provision supported their personal post-16 goals, it is important not to overlook the minority of five young people for whom this was not the case. A lack of availability of provision to support their goals was the issue. When compared to the education experienced by pupils in the former PRU when it was inspected in 2010, the educational provision though the ABP system described by these 22 young people represented better quality. Views of the sample parents of ABP supported pupils The 14 parents also gave an overall positive view of the education their children were receiving through the ABP system. They valued the way in which they were involved in the discussion about proposed provision and also the open and positive communications received from colleges and other providers which enabled issues to be addressed and good news to be shared. The parents, like the young people, identified the importance to success in learning of individual attention in a relaxed and understanding environment wher...
