PAGS or Profile Assessment and Goal Setting are a collaborative solution for digital assessment. The tool has been designed to aid professionals and teachers to set and design goals for children and students. This can help the students having communication difficulties that include emotional behaviour or functioning of the cognitive to monitor their actions and help them attain their goals. The tool focuses on specific skills that help develop learning in curricular activities and setting an effective goal. The tool helps in the integration of cognitive learning with social communication which helps in achieving the goals of those facing neuro developmental delays and difficulties. The tools need collaboration from various stakeholders for achieving the goal and hence teachers and parents play an active role rather than reactive.
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PAGS is primarily focused on schools making positive use of the strength of the learners and their related likes and dislikes so that active engagement can be provided in the field of learning. The celebration of success in small steps helps the tool to access success for bigger goals. It helps the professions and the teachers in getting a holistic view of the strengths and challenges while simultaneously creating provisions for catering to specific needs. This helps in delivering instruction that is of high quality creating better results for the learners.
1.2 Research background
The use of the PAGS tool in capturing data in real time is sceptical for most researchers. This has created doubt among most researchers about whether the tool really helps the stakeholders in capturing the progress that solves the problem faced in implementing the Alternative Provisions (APs) (Hiloma and Briones, 2022). This has created the necessity in conducting research to collect information related to the problems faced by the schools in implementing the PAGS tool and gathering the data for extensive research. This has forced extensive research that needs to be conducted to identify the solutions to these problems. The research is also conducted to identify the data gaps that have created problems in understanding the initial data of the students. This also created disruption in distributing the information to the ultimate stakeholders and effectively sharing them between the learners and the professionals (Petersen et al. 2019). The research on the PAGS tool has shown that profiles of the student can be effectively shared between APs and, mainstream schools.
Figure 1.2: An assessment tool for project-based learning
The research also tries to understand the viable preliminary assessment that can be carried out which can involve the working of the professionals. This would help in developing a central mechanism that can observe all the reports and create an effective learning outcome (Hadianti et al. 2021). It is important to identify the relevant strategy that could be implemented to report the findings in the classroom and effectively use those strategies in the classroom. The use of these APs in bringing the students who are excluded from the mainstream classroom is widely researched in this study. This can only be accomplished if proper collaboration and communication are developed among the professionals. This would help in addressing the diagnostic challenges that are faced by the students and providing them with a distinct solution to align them with the mainstream (Mahmood et al. 2020). The research also identifies the various multidisciplinary approaches that can be undertaken to compete with the needs of incoming students.
The key role of the schools and other stakeholders can help the researcher to provide a holistic approach to the study. This would help in creating a solution that is appropriate for the current scenario in bringing the students to the mainstream (Darling-Hammond et al. 2020). The multidisciplinary approach that is undertaken can need the combined help of the primary caregivers as well as the parents followed by other key stakeholders. The research can indicate the key role played by these stakeholders in providing solutions to these diagnostic challenges.
1.3 Aim and objectives
Aim: To examine the need of children in assessing the Alternative Provisions that provide classroom support for children going through specific or complex learning skills.
Objectives
To understand the use of the PAGS tool in capturing the data in real-time
To examine the relevance of the need for sharing the collected information with the stakeholders
To understand the contribution of the stakeholders such as the parents, schools and professionals in the initial collection of the data
To realise the opportunity provided by the alternative provision in sharing the profiles of the student
1.4 Research questions
How PAGS tool helps in capturing the progress of the stakeholders in measuring the hard areas?
What is the contribution of the stakeholders in the initial process of data collection?
What is the need for the collection and sharing of information with the stakeholders?
What are the opportunities provided by the provisions for sharing student profiles?
1.5 Significance of Research
The importance of conducting this study is to understand the use of the PAGS software in assessing the need of the students and meeting the demands of the stakeholders. The problem faced in collecting the baseline data through the Alternative Provisions and setting the appropriate goals for the students is also covered in this study (Dias-Trindade and Moreira, 2020). The solutions that can be provided through proper assessment are also covered in this study with appropriate rules followed in the collection of the data from the students. The contribution of the stakeholders in collecting the data is also provided in this study, which would help the future researcher in understanding the opportunities and gaps that the tools provide.
1.6 Research rationale
The purpose of this study is to understand the reason for collecting the baseline data through Alternative Provisions (AP). This would help to understand the specific tools that would further help in developing the attainment and developmental level of the student (Budiastra et al. 2019). The other reason behind conducting this study is to identify the potential solutions in mitigating the challenges in the collection of data. This would effectively help the teachers and the professionals in setting appropriate goals for the students. AP has been established for students to underline the educational opportunities for students who are excluded from the classroom due to illness or any other reasons. An (AP) was set up in 2020 d "Haringey Learning Partnership" in Haringey. Numerous services were brought under this organisation that catered to provide specialised services to support students with complex needs (Astalini et al. 2019). This would help the development of a happy and safe future for the students who are devoid of any access to the normalised education system. Nowadays it becomes very important for every student to understand every single factor of the study and gather more information about the subject. It is very essential for every pupil to understand the subject very carefully and for that reason they chose the alternative study style to give more focus on the alternative provision. Getting attracted to this type of learning is increasing day by day. It helps the students to get more connected to their studies in, 2017 or 2018 the number of purple join in AP is 22,848, in 2018 or 2019 the statistics are 26,128, and in 2020/21 it becomes 32,436 only in England. It provides information that how much AP is getting connected to the students.
Figure 1.6: Statistics of Alternative provision
The key services that can be offered through this AP include the commerce house that would support the development of social skills necessary for managing the emotions of the students. The service also includes a Pulford House that can facilitate students who need support in mental and physical health (Dorn et al. 2020). The extensive research would help in properly assessing the need for APs in meeting the complex or specific learning needs of the student. The PAGS tools are successfully applied to understand the involvement of various professionals in delivering the educational needs of the student. This is followed by various other provisions that provide opportunities for students facing neuro disabilities in assessing the education and bringing them to the mainstream. This requires a proper level of data collection that can only be gathered if collaborative steps are taken for the side of the stakeholders (Izci et al. 2020). The research can find the deep gap that lies in the proper evaluation of the diagnostic challenges faced by the student and sharing them through open communication.
Extensive data is required that would help in tracking the progress of the individual students when transferred from one institution to another. This would help in identifying the effective tool that is required to integrate the students into the mainstream and provide them with adequate educational needs. According to Cheng (2019), the APs serve as an organisation outside the general school education that is either arranged by the school themselves or by the local authorities. It is considered full-time education that caters to the need of the students facing disability issues either physical to mental. These organisations effectively help such students get a suitable amount of education and make them eligible to join the mainstream source. Teachers are provided with enough curriculum facilities and encouraged to think of ideas that are innovative and out of the box (?ahin et al. 2019). Students are provided flexibility to learn the appropriate knowledge that is relevant to their age. Staff, pupils and communities are all benefitted from the APs.
The alternative assessment provisions help the learner to cover their overall learning process and provide information that is relevant to the skill of the students. The proper functioning of the process can be done if collaboration from the stakeholders is utilised in the initial process of data collection (Tondeur et al. 2019). The process helps the learners to think out of their comfort zones and apply solutions according to the problems. The research is done to understand the gaps that the learners are facing in applying the APs and identifying the solutions. APs help in gauging the learning of the students which is quite different from the approach to acquiring education. The PAGS tool can effectively support identifying the areas where data is lacking to properly implement the use of this process. The APs that has been established in 2002 can help provide effective solutions to the research problems and questions that have been raised in the study (Cheng et al. 2019). The main rationale is to understand the difficulties that the schools are facing in the proper implementation of the APs goals and objectives.
1.7 Scope of the research
The study is aimed at providing up-to-date information on the relevance of the PAGS tool in the current learning assessment. The gaps have been identified in the delivery of the APs and the multidisciplinary approach that has been followed by the researcher in getting to the conclusion (Khan et al. 2022). The involvement of various stakeholders that includes the parents, staff and professionals in getting the initial data that can help in identifying the tool for bringing the students to the mainstream. The use of appropriate strategies helps in addressing the challenges faced by the professionals in adopting the APs. According to Kalmpourtzis and Romero, (2020), adoption of appropriate strategies to diagnose the challenges faced by the excluded students. The APs provide a flexible atmosphere for the development of skills and for creating solutions according to the needs of the problem. Each mainstream school has its own tool for performing the assessment. This creates problems as APs have to totally rely on the baseline data that is collected through various research methods (Ribera and Lapedriza, 2019). The main issue that lies herein is the collection of authentic data from various systematic interventions and using it to address the issue that has been identified in the research.
1.8 Summary
To summarise, it can be stated that the researcher has taken adequate steps to follow all the steps for the proper approach to the collection of data that can help in evaluating the challenges related to bringing the students into the mainstream. The difficulty that has been identified in adopting the APs is developing the attainment level of the student. Limitations were found in collecting the data and the process approached in its collection which created limited information in assessing the learning experience of the students. This forced the collaboration of the key stakeholders in delivering the information to the learners and bringing them to the mainstream. This is especially meant for that individual who faces mental or physical problems and is not able to assess the level of education that is provided in schools.
The APs adopted in the year 2020 have additionally supported key services that include the development of social skills for the students and managing their mental and emotional health. The short-term interventions taken by the APs have started to bring back many students into the mainstream and supported them in managing their mental health. The effective use of the PAGS tool helped the researcher in collecting the actual baseline data and sharing them with the parents and other key stakeholders. This could only be accomplished if information sharing and open communication are effectively utilised by all the professionals.
Chapter 2: Literature review
2.1 Introduction
The APs proved an atmosphere of a comfortable learning model that is different from the approach followed in a normal school. The main purpose of this research is to understand the need for APs to bring back students who are secluded from mainstream education and provide them with quality education. This student can be classified into various categories that include those who need mental support, those who are not able to avail of the education due to resource crunch or those with other medical needs. The APs include the needs of the wider consideration of those who require assessment support according to the needs of the students. The provisions conduct their own assessment that includes the wider consideration as well as those that are related to learning.
2.2 Conceptual framework
Figure 2.2: Conceptual Framework
2.3 Theoretical Analysis
2.3.1 Behavioural Learning Theory
The theory illustrates the use of this concept by educators in creating a positive culture in the workplaces and classrooms. It states that human behaviour changes according to external stimuli (Cronje, 2020). Competence, relatedness and autonomy are the factors that help in successfully identifying the behavioural needs of the people in the respective scenario. The researcher has tried to identify the behaviour of the professionals in the adoption of APs and how effectively it relied on the baseline collection of data for evaluation. According to Osband, (2019), various internal and external antecedents change the responses of the students followed by positive or negative consequences.
The mental and physical disabilities that are faced by certain students exclude them from the mainstream and thus are devoid of quality education. Apart from this, it can be stated that the behaviour of the students also changes as per the situation they face in the external environment (Stewart, 2021). This has created more necessity in adopting APs that meet the need of the students who faces certain mental and physical situations.
Figure 2.3.1: Behaviour Learning Theory
The reinforcement of certain behavioural aspects needs encouragement from educators that needs to be inculcated either through quality education or punishment. The induction of proper education to the students who are excluded due to certain reasons needs to be established through APs. According to Wong (2019), the behavioural goal changes according to the circumstances which are not possible in the external environment. The PAGS tool helps in identifying the gap in the learning assessment through certain areas of development that include interaction and communication, social awareness and customised learning strategies.
The only difficulty throughout the process is the collection of baseline data from the students which creates a huge gap in the collection of adequate information. This problem is further aggravated when students move from one institution to another within a short time basis which creates a need for alternative assessment. Various barriers were identified in the collection of data that includes communication barriers, external barriers and school bases barriers that create hindrances in the collection of refined data.
2.3.2 Cognitive Learning Theory
The theory states that certain psychological factors affect the learning assessment of the student. The process that is followed in theory includes the stimulus followed by cognitive theory and ultimately provides the responses (Osband et al. 2019). The personality, expectations, and beliefs are considered various factors that affect the constructive building in the cognitive development of the student. According to Kafai, (2020), the APs can develop the need for such criteria for developing the cognitive skills that consciously or unconsciously impact the psychological behaviour f the individual. The professionals are trained in a way so that these limited skills can be inculcated among the students to deal with these external circumstances (Mayer, 2019). The development of meaningful learning creates a multi-store model that helps the information to smoothly process and further observe the experiences.
Figure 2.3.2: Cognitive Learning Theory
The above figure illustrates the psychological factors that are involved in the development of cognitive theories in the classroom. The Gestalt psychology and Schema theories have been successfully applied for understanding the learning experience of the students and helping them develop cognitive structuralism. According to Pyun et al. (2020), the PAGS is used to implement the necessary measures that could build social cognition and bring such students who are excluded from the classroom and bringing them back into the mainstream. The four steps followed to understand the cognitive learning theory in the students include perceiving, recognising, reasoning and conceiving.
2.4 Effectiveness of PAGS in alternative education approach
The aspects of profile assessment and goal setting or PAGS is an online validated platform that is designed for educators in designing educational materials for especially able students aged between 5-25 years. The design platform helps educate neuro-diverse students by assessing various criteria and requirements that are to be facilitated to make the study materials more engaging to help the learners effectively grasp particular subjects (nushub.org, 2023). PAGS primarily focuses on four distinct sections of development including interaction with the learners, self-regulation of students, and the ability of the learners to socially interact with one another and educators alike. This alternate educational approach is directed to enhance the social awareness of the students.
This alternative approach to education and its associated module design is directed to improve the cognitive abilities of learners with special needs. According to Tohara, (2021), this learning platform uses various tools and data analysis processes to target the students and includes the aspects of personalization in the education process. It is necessary to understand that all students have their distinct set of needs and thus it is necessary to educate the students in a way that can be comfortable for them the learner and can not contribute to their insecurities. This online validated platform is highly helpful in devising notable education to diagnosed and undiagnosed learners alike with the range of autism spectrum.
There are multiple students in different education fields who require special attention. As opined by Richardson (2021), globally around 20% of the students in technical education field are suffering from certain degree of dyslexia. This education platform is also helpful one education learners suffering from ADHD, dyslexia and global developmental delay. Every individual on earth deserves proper opportunities to learn and pursue their dreams. PAGS has been designed after consultation with experts, parents, and clinical and educational psychologists alike to derive conclusive evidence associated with the progress and benefit of students to provide an optimum learning platform to students and help them grow furthermore.
Over time, the personalized profile data and their thorough assessment have helped in designing educational modules for learners. The data received from the systems have been helpful for educators to teach students properly. As opined by Sewell, (2022), the associated features of PAGS are highly helpful for educators and parents to get proper data from their wards. The success of every individual is tracked by PAGS and is measured through the instance of where they sued before using this tool and associated education platforms thereby giving a motivating approach to both the educators and leaner regarding the benefit of the learner.
PAGS is a platform is known to provide transparency in goal setting process and the progress that has been recorded by the educators. This data is also accessible by the ones who wish well and want to take part in the progress of a learner. This approach ensures that everyone who’s accessing this platform has a basic understanding of the abilities and progress of the learner associated with this platform. This approach not only ensures better coordination with the leaner but also motivates them to progress further ahead with their own set of goals. This platform ensures healthy education for neurodiverse learners through a holistic approach. PAGS is used in various countries and has a diverse language base so that it can be easily communicable by educators.
The involvement of experts in this due process ensures that the messaging and interaction of educators remain constant. According to World Health Organization (2021), it is beneficial to attain a holistic approach to understanding the abilities of the learners and identifying the associated challenges in the education process. The strengths and developmental challenges identified through this tool are highly beneficial for educators to develop the study materials effectively such that it can generate high-quality instruction for the learners to grasp them properly thereby generating better outcomes for the learners with special needs.
2.5 Data analysis and its impact on the effectiveness of this platform
PAGS is online platforms which provides detailed insight regarding the needs and requirement that is to be facilitated to learners with special needs and help them take proper education that would help them prosper and keep at par with the competition in the world. This platform provides educators with an optimum solution that helps them to design educational modules to educate students with special needs and assistance. Also, PAGS provides a platform to help educators to track the progress of the learners and also facilitates consultation with experts that are helpful in the development of education programs. Until 2024, the on boarding and training program is free (pagsprofile.com, 2023). In this due process, however, the quality of services is not compromised. The allocated staff can be trained by PAGS and they possess a clear understanding of the science and underlying values of modified education programs for neuro-diverse students. The stakeholders involved with this platform are provided with expert tips and templates for sharing valuable information and insights regarding the approaches being taken up. It has been extensively important for educators to track the progress and cognitive development of the students and thereby make amendments in accordance with their needs.
Over time it has been extensively important for learners to get their difficulties addressed and enhance their educational status in society. According to Choi and Lee (2021), it is exceedingly important that their family members and educators alike take note of the factors that contribute to the growth of learners. The stakeholders involved with this platform include parents, educators and well-wisher. The database is updated by the educators through the reports and consultation sessions that are kept in the record by this digital tool. This platform is also equipped 360-degree SEN management system which is readily helpful in reducing the workload of the stakeholders by around 20 hours a term for every learner (pagsprofile.com, 2023). This data is then analysed furthermore to give real-time data on the progress of the learners that help the stakeholders involved with this platform get a detailed idea about the progress of the learners.
Figure 2.5: Styles of learning
Accessibility to the data has been readily beneficial for the stakeholders to ponder upon the progress of their respective wards. Accessibility to real-time data through this platform helps in as opined by (Al-Shammari, Z. and Hornby, 2020), keeping track of the complexities associated with the learning modules and approaches of education. It is necessary or educators to take note of certain approaches to the learning process. There are multiple approaches of learning process and mostly the visual and auditory approach has proven to be beneficial among students. However interactive sessions are also necessary. In this regard the kinaesthetic style to learning is extensively important. As opined by Baker (2020), the visual and auditory assistance to the learning process is highly helpful to make the learning sessions more interactive for them. These amendments and associated implementation of necessary approaches can only be conducted if the educator is provided with access to real-time data. As opined by Mirfin-Veitch et al. (2020). It can help them identify the sections that are affecting their course of education process ad learning processes.
PAGS is equipped with 600 strategies that can be accessed at any given time at par with the monitoring and assessment of the real-time data available on this platform. This data can be readily accessed by the stakeholders (pagsprofile.com, 2023). Consideration of these assessments is proven to generate effective results for the learners and Analysis of the reports by the accumulation of real-time data provided by this platform can be helpful for educators to identify the sectors of strengths. As opined by Gobbo et al. (2019), the approach of data analysis contributes to the evaluation of the status of the employees in learning the associated progress of the employees has been readily helpful for the employees to take note of the approaches that are to be taken up to address the factors that have been hindering with the progress of education also the real-time status of progress being projected by PAGS helps the parents feel assured and take care of the needs of the young learners that would aid them to progress smoothly.
According to Fischer et al. (2020), the data reflected by the platform is scientifically analysed and helps in gathering a holistic view of the progress in under 45 minutes, furthermore, this platform helps in getting immediate access to smart targets and strategies required to implement them and also educational and instructional resources provided through this platform that our customers as per the needs of the learner, the progress can be monitored readily at any given instance (pagsprofile.com, 2023). On the other hand, Monitoring of the real-time data is extensively important for educators and other stakeholders to meet the needs of the learners and make them feel comfortable with the learning process.
2.6 Factors of the collaborative approach of PAGS and its effectiveness in the learning of neuro-diverse learners
PAGS is known to take a collaborative approach with various educational institutes that are readily taking initiatives to improve the learning process for neuro-diverse learners and provide them with ease of access and comfort of learning so that they can progress forth at par with the industrial standards of education. PAGS has collaborations with Chiswick house school, Bloom Garden autism academy along with many others. The collaboration with the international school of Brussels is a landmark approach towards proven highly helpful for neuro-diverse learners with equal opportunities in entrepreneurship and developing successful business models (isb.be, 2023). This collaborative approach of PAGS has been helpful for special bale learners to avail education from esteemed educational institutes and progress forth comfortably.
In this process, PAGS not only shares the data with the stakeholders involved with the ward but also with the educational institutes which have been helpful for the institutions and the educators to formulate proper strategies and education modules to teach the students effectively with proper education modules. However, this due process it is ensured that data privacy is ensured in the highest regard and that no-confidential information or reports are shared from either side of the PAGS or the educational institutes. As opined by Fischer et al. (2020), only the relevant data are shared between the two parties which are beneficial to the course of the education process. PAGS is involved with a network of established institutes and forward-thinking schools.
Figure 2.6: Laswell’s model of communication
This collaborative approach to education has been readily helpful for education institutes and PAGS alike to ponder on an effective model of communication readily helpful in promoting a healthy education process for the students. As opined by Rizal (2019), this course of communication ponders on Laswell’s model of communication which readily addresses the primary principles of this theoretical model as the communication is established between the education institutes through digital channels aiming to impart a positive impact on the education quality of neuro-diverse learners. This approach of sharing data has helped the education institutes to consult with parents and educators alike to come up with measures to address these sections of concerns and address the factors of strengths of each individual.
Over time, PAGS has collaborated with multiple colleges in the international space and continues to provide information in different languages that have been readily helpful for educational institutes in educators alike to come up with measures to improve their course of the teaching process and address the needs of students. Data sharing and associated practices taken up by PAGS have improved the strategic betterment of the digital tool itself (pagsprofile.com, 2023). The data circulation and its analysis have helped the experts on PAGS to evaluate multiple scenarios and come up with personalised measures to address the concern of individualistic needs thereby helping the stakeholders to help their wards properly and guide them in grasping the education modules and training process effectively.
2.7 Role of alternative provision
Every student is different from the others and their performances differ for various reasons. The reason behind these differences is the lack of earlier learning procedures, social and emotional issues, physical disabilities and the economic crisis. All these factors lead students to give bad performances in school. As stated by Kim and Asbury, (2020), students with physical disabilities and others lacking fail to give equal participation in the organization. Thus, extra care and concern are given to them, which helps them learn effectively and developed their knowledge. Alternative provision is a body of the educational sector that is known for taking steps for the development of underdeveloped students (westminster.gov.uk, 2023). They pay concern to providing suitable education to those students.
The local authorities and the government to provide proper education to those students arrange the Alternative provision. As per the opinion of Malcolm, (2022), these authorities play a vital role in providing suitable education to students who avoid going to schools due to illness, school exclusion and behavioural issues. The alternative provision plays an effective role in helping students to get an education and develop their carrier.
Benefits of Alternative provisions
The alternative provision is influential in the development of education and it is effective to develop the career of many students. It helps to enhance the quality of students and bring forward the skills of underdeveloped students. They provide education to the students basically in open areas and far away from the regular classrooms. As opined by Whincup et al. (2023), they give effective teaching to differently able and backward students, which help the students to learn new things and build their careers. They teach them to become self-dependent and acquire the best place in society.
Skill development and enhancement: The main motive of this type of learning procedure is to enhance the skills of the students and develop new skills in them. As stated by Ott and O’Higgins, (2019), skill development is helpful for further development in life. This supports the students to enhance their skills by providing group tasks and analysing the skills of every student.
Non-graded learning: The alternative provisions bring the teaching-learning procedure beyond the classroom and deal with the students who are unable to learn with normal students. This brings a non-graded learning procedure; thus, it does not develop a sense of competition among the students (westminster.gov.uk, 2023). The sense of competition develops rivalry among the mindset of students, whereas, it does not develop such a situation. This procedure does not allow gradation thus, helps to maintain peace and avoid the development of rivalry in the study centre.
Better interaction between students and teachers: The interaction between teachers and student is necessary for the enhancement of the learning procedure. As per the opinion of Graham, (2020), better relationships and positive interactions between students and teachers are helpful for teaching effectively. It leads backward students to learn positively and develop their learning skills. As opined by Kim and Asbury, (2020), this leads to the enrichment of learning beyond the classroom. Along with that, it is beneficial to make the students learn new things with interest.
Immersive learning experiences: They develop an effective learning procedure and help the students to get a better education. This type of learning experience is helpful for the development of students. It was seen that during the lockdown, the psychology of students was affected and many children became depressed, which affected their education. As per the views of Ott and O’Higgins, (2019), this education system helps to inspire them and make them involved in the learning procedures. This teaches the students in a different way, which is helpful to enhance the integrated curriculum.
Thus, the Alternative provisions play an effective role in the development of the students, who avoid going to school due to exclusion from school, physical and mental issues and different lacking. They are responsible to provide education to those students and help them to learn effectively. As stated by Whincup et al. (2023), this is significant to develop skills along these students and provide them mental support to perform, well in the future. This is also necessary for helping the students to mix up with society and develop their own identities (westminster.gov.uk, 2023). Hence, it could be said that the alternative provision is necessary to help society give better support to physically and mentally disabled people. Along with that, it plays an effective role to implement different skill developmental programs for the development of these people.
2.8 Major challenges faced by the alternative provision in sharing the profiles of students
This system is effective in the development of society and in making the students perform in the teaching-learning procedure. This system helps to give mental support to students who get depressed due to various reasons. As per the opinion of Sim et al. (2021), backward and disabled students struggle a lot to make themselves dissolve into the normal classroom. Along with that, they struggle a lot to proceed with the normal education system and learn effectively. Thus, it is helpful for them to develop their skill and learn effectively without any issues. As per the opinion of Ersin et al. (2020), this is one of the effective ways of effective teaching, which supports the teachers to give better education and lead the students to learn positively. This provision is effective to enhance the education of backward pupils but this faces different challenges while functioning in this system.
The pandemic laid a harsh impact on the students and affected their psychology. As per the opinion of Tempelaar, (2020), students have missed the chance for proper education. Remote learning during the pandemic affected their skill and education. This led the student to miss different key development points. As per the views of Fischer et al. (2020), a gap has been developed in the skill development and learning procedure. This affected their mental growth and it has been analysed that the students of normal schools were less affected than the alternative provisions.
The alternative provision is focused on giving non-graded education and the development of skills. As per the statement of Boca, (2021), this provision faced challenges while re-engaging the students after the pandemic. These issues occurred, because, during the long duration of the pandemic, they have not received any developmental program or teaching. This led to the determination of their skills, along with that, led them to forget the things they have learned earlier. Hence, this acts as a huge challenge before the alternative provision and affects their functioning.
The students, who are sent to the alternative provisions lack adequate knowledge and skills. As stated by Graham, (2020), this generates challenges before the alternative provision to provide proper education and skill development training to the students. The concerned staffs of this provision have to struggle hard to give better education to the students. As stated by Tempelaar, (2020), they teach the student very basic things and teaching the very basic things becomes necessary for the organization. Hence, this leads to bringing different challenges before them to teach the students effectively.
Figure 2.8: Reasons for alternative provisions
The staffs of alternative provision face other challenges while teaching the students. It is found that they get different types of pupils and they need to give different types of support to those students. They deal with the students who are excluded from schools due to health-related issues and other issues. Thus, while dealing with such students, they need to implement different strategies. On the other hand, they give different treatment to the students as per their skills and needs (assets.publishing.service.gov.uk, 2023). They give early preventive support, bring alternative pathways for engagement, and provide provisions for health-related issues. Along with that, they give provisions to the new students. They face challenges while providing different provisions to the students and giving them better support. Thus, the implementation of different strategies to give provisions to the students brings problems before the alternative provisions (Sim et al. 2021). Thus, it is necessary for them to adopt different tactics for providing different provisions for the students.
The alternative provision runs with the support of the local bodies and the government. Thus, they get supportive funds from these functioning bodies. As per the statement of Ott and O’Higgins, (2019), they face challenges related to the funds. It is seen that they always do not get the relevant fund from the fund provider. This leads them to face diverse issues, which affect the functioning of the alternative provision. As per the opinion Whincup et al. (2023), the issues related to funds affect the functioning if this body and affect their services. This also leads them to fail to provide proper support to the students. Thus, it brings challenges before the alternative provision to function effectively and give better support to the students.
2.9 Literature gap
The research failed to utilise the professional experience of the educators in collecting the baseline information from the students. The research also failed to create an effective communication setup between the key stakeholders that created hindrances in the collection of basic information for the students who could not avail of education due to certain physical, mental and social conditions (Ginting et al. 2021). This piece of information has created a gap in the entire research that is expected to be followed by the future researcher. There is very less amount of data that has been collected from the students which can create limitations in the effective evaluation of the students who are excluded from the general classroom. This can create a gap in providing a complete solution to the problem that has been identified in this research.
2.10 Summary
To conclude it can be stated that the APs allow the collection of accurate data that helps to get insight into the performance of the learner and employ strategies to develop meaningful outcomes. There is a relative gap that has been seen in the lack of communication between the APs and the schools, which limits the proper implementation of the adoption of the PAGS tool. APs policies effectively cater to the need of the children and measure the progress for reintegration into mainstream schooling and employment. The implementation of APs has proved to be challenging in executing and delivering correctly. It is focused primarily on meeting the needs of children who have failed to attend the conventional mode of education. The need of the hour is the correct assessment of the student by collecting accurate data for achieving the prior need so that proper provision is carried out.
Chapter 3: Methodology
3.1 Introduction
Research methodology is the main part of any research study to find out appropriate results as per research aims and objectives. The present study conducted based on the primary qualitative interview method. The collected data through the help of the interview method can be analyzed in this part. Based on certain themes according to the research questions this part has to be conducted. Thematic analysis helps to analyze the perspectives or opinions of the teachers and parents about the PAGS. The interview method also helps to collect detailed information from the participants through direct observation and in-depth interviews. In case of any requirement, the focus group interview conducted along with personal interviews to fulfill the purpose of the study. Research methodology helps to collect information and perform a systematic analysis of the present research topic. Different types of interview methods can influence the collection of detailed information.
3.2 Research Onion
The research onion helps the researcher in developing the layers to formulate an adaptive methodology for the study. It consists of six main layers that help the researcher to better understand the methodology that is suitable for the research (Pandey and Pandey, 2021). The six-layer include the research philosophy, proper approach to the development of theory, choice of methodology, appropriate strategy, time horizons and ultimately the techniques applied. The model was first proposed by Saunders to develop the design of the research on step by step approach. It was primarily used for studying business but later was used for all organizational purposes. All the layers have their own approach model to derive the ultimate conclusion to the research but the research related to the PAGS needs to be deeply dealt with to understand the base problem (Patel and Patel, 2019). The right research approach helps in developing the correct mechanism to understand the problem from the base and forecast for better research philosophy.
Figure 3.2: Research Onion
The research onion is not the one and only approach that would lead the research for creating a better methodology. It helps in creating a notion of the currently existing methodology and its adaptability for developing a better research design. It provides a flexible methodology to choose various theories from a list of existing theories and helps in answering the research questions that arise in the research method. It certainly helps in developing a positive approach to the development of methodology and creating a better research design.
3.3 Research philosophy
Research Philosophy implies the thoughts that might be new and reliable knowledge about the research objectives. On basis of research philosophy the research strategy of the present study can be selected to gain an appropriate understanding of the effect of it among students (Johnson et al. 2020). It involves with identification and formulation of the research problems according to the topic and can conduct the data collection, processing, and analysis (Yeung and Yau, 2022). For the present study research philosophy played an important role to understand the usefulness of the Profile Assessment and Goal Setting PAGS within an alternative provision. There are mainly two research philosophy exists that is used in research studies which are positivism and interpretivism. In the present study, the interpretivism theory of philosophy can be used to interpret the collected data from the target participants. Thematic analysis can be helpful to interpret data as per the required objectives. Apart from these two research philosophies, pragmatist research philosophy and realistic research philosophy can also be useful in certain cases (Peel, 2020). These two approaches can partially help to conduct the present research study by maintaining the independence of reality and operational decision-making procedures.
Interpretive research philosophy is based on the assumption which describes subjective reality, multiple, and socially constructed. It can be helpful to remain focused on the research objectives and can understand the progress of the students who experienced this system. It deals with the real-time experience that can be directly gained from the parents and teachers (Xu and Zammit, 2020). Teachers are the ones who can observe children closely after their parents. They are able to understand their strengths, weaknesses and suggest possible ways to adjust the situation with advanced learning systems. Interpretivist reflects the individual perspectives in the different social contexts that can be helpful to collect different opinions about PAGS.
3.4 Research approach
The research approach is the process of selecting research methods which include data collection methods, data analysis methods, and data interpretation. These three elements form the qualitative, quantitative, and mixed research methods. The primary qualitative method can be selected for the present research study to understand the impact of Profile Assessment and Goal Setting PAGS within an alternative provision among students (Batdi et al. 2019). It can also try to identify the parent's and teachers' reactions related to the present research topic. The present research study can try to find out alternative provision that helps children to adopt and understand complex learning themes. PAGS tools help to collect real-time experience that can impress the parents and teachers to incorporate this in their advanced learning of children.
The thematic data analysis can be helpful to analyze the quality of data to improve learning strategies in the future. The present study can focus on the personal profile of the students from the view of parents and teachers to assure a better and more secure future for the students. Primary data collection which is an interview method can help to collect individual perspectives separately without any external influences. The qualitative thematic approach research can provide a better understanding of the research topic and also helps to gain critical knowledge about the new learning tools (Valverde-Berrocoso et al. 2020). The present study can also imply the increasing use of PAGS tools in the classrooms and their positive and negative impact on learning. Structured interviews, the method can be used to fulfill the purpose of the present research and to get the answer to the present research questions. The questions can be framed based on the research aims and objectives to fulfill the purpose of the research study.
3.5 Research method
The research method is one of the most important parts of the methodology of a study. A study is completely based on the research methods. It helps the study to understand how to conduct the research and how to explain the research results. It becomes very important for this study to understand the data collection process and also the data analysis process. With the help of the data research method, the data collection process and the data analysis process can be explained in this part. The primary qualitative method is used in this study. This method basically conducts the interview process. It helps the study to be more informative.
Data collection: The present research study can be conducted based on the primary qualitative data that can be gathered after interviewing the teachers and parents of children. The present study selected the interview method and can interview 5 participants including 3 teachers and 2 parents of students to understand their perspectives on the PAGS (Hamilton and Finley, 2020). The interview for the present study can be conducted based on a set of structured questions. A structured interview can remain focused on the present research aim and objective and cannot gather other information outside the research questions.
The participants for the present research study can be selected based on their educational status and the number of children. The parents and teachers can be selected for the present study as they are the close ones to the children. They observed the children daily and can able to identify their issues and behaviors related to the educational activities. Thus, they can be capable to answer the research questions as per the research aims and objectives. Their data can be the most valuable information for the present study and thus it must be free from any external influences. Data collection with the help of personal interviews can be conducted with the participants differently to avoid any hazards during the interview session (Donaghy et al. 2019). Before conducting the research a review of the literature can be done to frame appropriate questions followed by the research aims and objectives. It can offer to observe the reaction of the participants during the interview which might be helpful to analyze the information related to the research topic.
Data analysis: The collected data can be analyzed through thematic analysis based on certain themes that evaluate the research objectives and questions. The collected data can be transcribed first to understand its validation and the importance of the participant's opinion. The data collected from the interviews can be first-hand data which is free from any biases. In the present research study, it can be advantageous to experience and gather first-hand data from the participants. The gathered data can be helpful to evaluate the use of Profile Assessment and Goal Setting PAGS within an alternative provision (Hamilton and Finley, 2019). The analyzed data can also give an idea about the positive and negative impacts of it on the students. It can also be understood the cunningness of the people to adopt this new technology for the advancement of learning.
The analyzed data can be helpful to offer the future scope of the study about the present research topic by fulfilling the present research objectives. During data analysis, it is important to remove all influencing external factors to get a proper result. As the analysis of the collected primary data can be conducted based on certain themes to understand its impact, detailed knowledge is required to conduct the whole process without any error (Srinivasan et al. 2020). The data analysis of the present study can influence the improvement of the current learning process to increase its effectiveness and efficiency to gain better results. It might help to encourage the students and can give them a broad space to think freely.
3.6 Research design
Research Design is considered a blueprint for scientific study. It includes the tools and the methodology that are used to conduct the research process (Greening, 2019). The researcher has chosen the thematic analysis followed by an interview to generate the research methodology. All this is decided prior to the start of the research to help the researcher in following a smooth path to the final conclusion of the study. The reason for choosing both methodologies helps the researcher to have an in-depth knowledge of the entire scenario and the problem that the schools are facing in implementing the PAGS software. The problem in collecting the real-time data of the students who are out of school can also be gauged by following both methodologies. The researcher has chosen a specific design to analyse the behaviour of the key stakeholders in applying the PAGS tool (researchgate.net, 2023). The collaboration that is required from the stakeholders can also be analysed which can help in estimating the valuable data that is needed for the study.
Figure 3.5: Qualitative Research Design
The previous two chapters have already illustrated the problems that are faced by the schools in developing the PAGS module and understanding the data of the students away from the school. The collaboration between the professionals and parents was considered utmost for the analysis of the entire data (Pandey and Pandey, 2021). The research design can help in understanding the first-hand knowledge of the data by conducting an interview with 2 managers and 5 employees. This can help the researcher in collecting the accurate data that is needed for the research to reach the final conclusion. A proper research design includes the identification of the problem followed by reviewing the literature around the problem and ultimately developing a specific hypothesis for the problem. The process also includes the vital two steps that include the description of the sources from where the data is collected and defining the method through which the data can be interpreted further.
The research design that is conducted has followed the following three criteria that include validity, neutrality and application of the design on the large sample size. This can imply that the research conducted is reliable and helps in eliminating the inaccuracy in the entire data set (Patel and Patel, 2019). It can also help in minimising the wastage of time and eliminates any chances of error. The most common elements that have been followed in the research design include the use of proper data collection method and the flexible use of data analysis techniques. This can measure the time required for the analysis of the entire data and other prerequisites that are needed for the study. The qualitative research design has been used for the study as it includes both the thematic analysis and interview process (Newman and Gough, 2020). It can help in representing the data gathered through graphs, numbers and in the form of charts.
3.7 Summary
The methodology is the core of any research study which is based on the research questions, aims, and objectives. For the present research study primary data collection method can be selected based on the persona interview method. The interview can be carried out in a structured form and the participants can be teachers and parents of the students. The present study can be a qualitative research study and data of the present study can be analyzed based on certain themes derived from the objectives of the study. Different research philosophies and approaches can be helpful to find out the results without breaking the research focus. The present research study can be given a better understanding of the usefulness of Profile Assessment and Goal Setting PAGS within an alternative provision and can also provide future scope for further research on this topic.
Chapter 4: Data findings and analysis
4.1 Introduction
This study is entirely based on personal assessments and goal setting. It helps a person to develop their characteristics and also develop their skills. In this study, it is very clear that study is the most important part for every student. It becomes very important for students and also for teachers to learn about new things and also learn about how to teach students. This part of the study shows what types of data are collected in this research. This study conducted the primary qualitative method. It includes interviews with students and teachers. On the basis of that, this study also includes a thematic analysis also. The qualitative method helps to gather more information about the topic; on the other hand, this qualitative method creates a data analysing factor and also creates many themes to understand the study very carefully. It takes time to understand all the thematic processes and themes of this study. Taking care of this study it is basically very clear that this study not only includes the situation of the students it also creates themes to understand the effect of the alternative study process. This study process helps the students to understand the learning process very clearly.
4.2 Five ways alternative proposal can help Pupils
There are many ways to understand the alternative provision for pupils. It helps the student for a better learning process. Taking care of this situation helps the organization to understand the process of learning and also understand how it affects the students in various ways. The teachers also get to know, the student's needs and their capability of learning with the help of this. According to Vanslambrouck et al. (2019), there are mainly five ways of alternative provisions to provide help to the students. These ways are so much effective for pupils to learn about the subjects in which they are interested. It becomes very essential for the students to know about the subjects very clearly.
Alternative provision helps excluded students: Excluded children predominantly use this alternative provision to get connected with the study. Those who are not able to connect directly to the classroom can have this learning process to get connected with the study and learning process (Cheng et al. 2019). It helps those students to access their behavioural changes and also they can improve their study and their skills by using this process. On the other hand, it also helps these students to take a step forward in the development of the study process.
Help challenging behavior students: If a student has challenging behaviour then it is very difficult for the student to go to school on a regular basis. On the basis of these students, it is a very useful technique to have in an institution. It also helps the challenging student to understand every single learning process of the study (Zheng et al. 2020). Alternative provisions can allow disruptive children to correct their basic behavior and develop their skills. This process also allows those students to get the qualifications, and achievements which they cannot achieve in mainstream study.
Improve student confidence: Having confidence is a basic thing to do any kind of job. It helps the person to do the work more passionately. Taking care of every situation in this process also provides the confidence of the student. As opined by Papadakis et al. (2021), having confidence about anything helps students to do the next work but on the other hand, if the student does not have any confidence to do any work then that would be harmful to the student. This process helps the student to improve their confidence and also helps to improve their mental health.
Figure 4.2: Five ways alternative proposal can help Pupils
Assist school refusal behavioral students: Several problems students have faced in their school. Because of that, they refuse to go to school. On the basis of that, this study helps those students study at home. For that reason, the students get qualified and on the other hand, they also have achievements without going to school (Toh and Kirschner, 2020). It helps to maintain the mental health of the study. On the other hand, it also helps the students to give more focus on the subjects which they are learning. It helps the student to keep up better results in the study.
Support children in care: It becomes very important for every single student to understand the value of learning; on the other hand, the teachers also have to understand the student care process. In various schools, student safety and student care are not that much provided by the school, on the other hand, this process helps these students to give more care and give more safety. It takes the student more friendlily with their teachers so that they can easily recognize the problematic area of the student and give more focus on that area.
4.3 Differences between Alternative provision and mainstream schools
It becomes very important for every student to understand every single part of the learning process. In the mainstream process, it is become very important to have every student attend school physically, whereas in this process the students can learn from their own homes. It is very important for every student to understand every part of the process, on the other hand, it is also very much needed for the student to provide the best quality learning process in which the students get interested and learn about that subject. Alternative provision is a learning process in which the student can study. It is a technological part of a mainstream school. According to Nguena Nguefack et al. (2020), there is a common factor between mainstream study and alternative study. The mainstream study enhances the learning process of the student and at the same time in a technical method alternative learning processes teach the students. Both of the processes are related to the learning processes and also both of the learning processes are surrounded by students. Teaching is one of the best parts of society; teaching new generations can build a healthy and educated society to live in. It helps every person to understand every situation and also helps to take proper decisions in any situation. There are also many differences between alternative provisions and mainstream schools.
Human scale: It becomes very important for the student to make new things and create innovation. According to Zuhriyah and Pratolo, (2020) the support which is given in mainstream schooling may help the student to learn but in mainstream schools, it is difficult to provide focus on every single student in the school. Therefore, in the alternative provision, it becomes very easy to focus on every student personally. It helps the student to understand every single factor of the study and get the perfect description of every subject. Every segment of this process can help the student to develop the skills of learning.
An appropriate subject for students: In mainstream study, it is very difficult to have a proper subject to provide focus on. On the other hand, the alternative provision accepts the choices and priorities of the student. Which subject the student wants to learn about is the main focus of this process (Kidd et al. 2021). By using this process it is very much acceptable for every student to focus on one subject. The mainstream study has many students in the school and on the basis of that the teachers are not capable to provide focus on every student's interested subjects. But in alternative provisions, there is a chance to provide that.
Figure 4.3: Differences between Alternative provision and mainstream schools
Curriculum flexibility: In this part, it is going to be clear that the flexibility of a mainstream school is not the same as alternative provision. In mainstream schools, there is a fixed time to do curriculum activities on the other hand in these types of processes there is no fixed time to do the work. Children are very much capable in this part to do the extracurricular activity. It becomes the best part of the study to understand the process of how children are getting attracted to this process. Thinking about every single factor of this study helps to understand the alternative study's positive factors.
Teacher’s specific attention: In mainstream schooling, it is very difficult to have the attention of the teachers, on the other hand, it is also very difficult to have the importance of the teachers, On the other hand, it is very effective for this process to understand the particular factor of the students that what they need and what they want to learn about (Eke et al. 2019). With the help of this alternative provision, it becomes very effective for the teachers and also for the students. The attachments between teachers and students are very effective in this process because in this process the teacher and the students effectively communicate with each other.
The teacher becomes the mentor: In the alternative process, it is very important to work in a proper role for the students. In that case, the teachers have to maintain the process of learning and also guide them in various matters in the study. Because of these types of reasons the teachers are getting so close to the students and the students take the teacher as a mentor. It helps the teacher to teach the student very effectively and the learning process of the students is also effectively worked in this matter (Lam, 2019). On the other hand, in mainstream schooling, there is no chance to communicate with each other and also no chance to obey the teacher as a mentor. A mentor does not only mean guiding the students, it also means providing every single thing which is needed to develop a student. When a student considers a teacher as a mentor it means the student completely depends on that teacher, who can show the right path to follow the goals in future. There are many things which can do by the mentor but not the teacher. A mentor can always keep supporting their students to get more focused on the learning process, whereas the teacher has some boundaries to do so.
4.4 Tools used in Alternative provision
Conducting the method of alternative provision is very effective for those students who are not capable to come to school and on the other hand, it is also very effective for the teachers to provide the best knowledge to their students. In both of sides are getting affected by using this method. Basically, there are some proper points which can effectively explain this topic in various ways. For example, there are many tools, software, and equipment which affect this study more effectively. Developing this process very effectively needs some tools to improve. In this part, the tools of alternative provisions are explained.
Portfolio: Effectively communicate with students' needs to understand the language of the teachers, which means when a teacher cannot connect with students then it is very difficult for the student to understand the learning process, on the other hand, it is also very difficult for the teachers to go with the learning process so in that case the teacher firstly communicates with the students by seeing their portfolio. According to Fredricks et al. (2019), this portfolio helps the teacher to understand the student. Taking care of every single factor is very effective for the student to understand the teaching process and also can connect with the teacher.
Performance Test: It is another tool to understand the ability of the student and also get information about the student. It can help the teacher to understand the process of learning and on the other hand, it also helps the student to show the activity of the student before joining the classes. The teacher and students completely depend on this part to understand each other (Fortier et al. 2021). On the basis of the performance test, it helps the teacher and the students to know the capability of the students.
Take-home Assessment: It is the next tool to access in the Alternative provision. In this factor, the teacher gives some assignments to their students. It helps the teachers to understand the process of learning and also students have to do the assignments to show the capability of the learning process. Every part of the alternative provision helps the students to develop every skill, and also helps to understand the individuality of the students. Taking care of every part of this process helps the student to develop the skills of the students. When the teacher is not there to take the classes the home assessments can help the students to get connected with the learning process. On the other hand, this process also helps the students to understand the capability of learning. Home assessments show the students how to develop their skills in study and how to set a proper goal which can be achieved in future. Home assessment helps the students to know about their flaws and after checking the home assessments teacher guides the student on how to recover the flaws.
Collaborative testing: In this part, the teacher wants to make the students more agile than other students so that they can also compete. A competitive mind helps students to understand the value of learning. As opined by Greene et al. (2019), healthy competition creates a competitive mind and it helps to develop the mental growth of the student, and also helps to understand the capability of their own selves. Competing with others gives knowledge, of how the students develop their skills to compete with others. Collaborative testing helps those excluded students who completely refuse to go to school and who are not able to go to school. This type of testing helps the student to be more informed about their study. When a student goes to school then they get many options and also have many other mates who can share their viewpoints but in alternative provision, it is very difficult. This collaborative testing helps student to know other students' viewpoints and opinions. It helps the student to gather more information about the study.
4.5 Disadvantages of Alternative provision
Nowadays it is very normal to have alternative provisions for those students who are not capable to do mainstream schooling. Based on this it is also very effective for the students to understand the pros and cons of this type of study (da Silva et al. 2019). May this process helps the students to attend the classes by the teachers and also take the qualification on the basis of their capability, but on the other side, there are also many problematic areas which can show in this alternative study. It is very important to know all the factors of this study explaining the clarification of this process. There are also many disadvantages in this process, it can help to understand in which area the alternative provision process needs to develop.
Bias preferences: In every part of the alternative provision, it is very important to know about the biases of the teachers. It harms the student to being developed in their stream. When the teacher teaches students by this process then the student has the capability to learn but when the teacher provides their preferences for students then that would become a biased situation for the teaching process and also harm the student who is studied in that process. Bias preferences are one of the common disadvantages of alternative provision. Mainly in many cases, it shows that teachers are making their preferences during the learning process. When a teacher prefers a student more, then the attention of the teacher mostly focuses only on that student. It affects other students to put their effort into the learning process. On the other side, it also affects the grades of other students and the motivation of the students is decreased.
Time-consuming: This method is a very time-consuming method. In this process, the teacher has to pay attention to every student during the learning process. It also affects the process. Alternative provisions take too much time to teach a specific part of the subject. By using this part it is very difficult to complete the study on a proper time (Garone et al. 2019). It also becomes very effective for the student also. Time-consuming factors affect the study more of the time it takes the time of the students and also it is time-consuming for teachers. In this process, teachers need to pay attention to every single student. In this situation, it is very difficult to give too much time to every student. Alternative provision help the students to be stronger in their subjects but it is also very time consuming process for the students and also for the teachers.
Development gets staged in one level: Every student has their own choices of learning and develops their skills in various subjects. A teacher takes classes in one subject so the other students in that subject get the same knowledge. In mainstream schools, it is very helpful for students to understand another point of view on the same topic, in that situation students can gain other opinions also. It helps the students to get develop not only in one topic also various topic they want to learn. But in this case, there are no other viewpoints so the development of the students is getting stopped.
Teachers are not familiar with this process: It is very difficult for every single teacher who is not really connected to the process. It is very effective for the students also. Without knowing the process it is very difficult for the teachers to teach the students in an alternative provision. As opined by Saleem et al. (2022), in every alternative provision, it is very important to have the logical effect of the teacher on the student. In this case, if a teacher does not have any idea about the process then the harassment has to be faced by the students. In various institutions, the teachers have been trained for this process, so that they can handle the process and also handle the students. Teachers of every school have their individual teaching processes. Sometimes it helps the students to understand every topic but on the other side, it becomes very difficult for students to understand. In that situation, if the teacher does not have the ability to understand the alternative provision process then it would be more difficult for the student to learn and also for the teachers to teach.
Difficulty to differentiate the grades: It is very effective for the situation to understand the process of teaching in alternative provision. According to van de Schoot et al. (2021), getting the knowledge from this process is not very different from others and after the learning process; the teachers take an examination based on the study. It is very difficult to differentiate the grades they get after the examination. There is no such creativity or other information is there so in that case the information about the study is the same, and for that reason, the grades are also not that different from others.
4.6 Findings from the interviews
1. How do Alternative Provisions assess children's needs to provide classroom support?
Teacher 1: Can help excluded children.
Teacher 2: Challenging behavior, children can be helped
Teacher 3: Student’s confidence is improved
Parent 1: Assistance to those students who refuse to attend school
Parent 2: Support children who are in the care
The teachers and parents both agreed on the process of alternative provisions. As this process is helpful for the students who have in capabilities of attending mainstream schools (Jeffery, 2020). The students are getting the benefit from alternative provisions other than the mainstream schools.
2. What are the instruments, tools, and software available in the classroom to support students?
Teacher 1: Secretive
Teacher 2: Scratch
Teacher 3: Google classroom
Parent 1: Khan Academy
Parent 2: Adobe spark video
There are many tools and software which are used in the support of the students and some of the software and tools are d by the teachers and the parents during the time of the interview. This means that the software is very much familiar to them as they use it in daily life.
3. What viable preliminary assessment can be carried out by the professionals?
Teacher 1: Diagnostic assessment
Teacher 2: Formative assessment
Teacher 3: Interim assessment
Parent 1: Benchmark assessment
Parent 2: Summative assessment
These are some of the preliminary assessments that are carried out in AP schools by the professionals like teachers who are maintaining the special care schools.
4. What are the teaching strategies used in the Alternative provisions?
Teacher 1: Flexible seating
Teacher 2: Summative assessment
Teacher 3: Formative assessment
Parent 1: Active learning
Parent 2: Personalized learning
There are some basic strategies that are maintained by the teachers and the parents for the alternative provisions. The teachers and the parents use liable methods like flexible seating, summative assessment, formative assessment, active learning and personalized learning (Zheng and Xie, 2020). These are the common strategies that are used by them to have Alternative provisions.
5. What are the learning outcomes of the Alternative provisions?
Teacher 1: Customized learning can be done
Teacher 2: Modern curriculum with experiential learning
Teacher 3: Small class size is required
Parent 1: Emotional intelligence and soft skills can be generated
Parent 2: Additional time can be given for successful completion.
The alternate provisions are categorized by various benefits. The learning outcomes are shared by the group of teachers and the parents for having the effective benefits of specialized learning (Greene, 2019). The outcomes that can be there for the alternative provisions are the scope of customized learning, class size can be ignored, emotional intelligence can be developed and etc importance is there to have the benefits of the alternative provisions.
6. What are the Alternative provision report findings in real-time?
Teacher 1: More schools are refusing the concepts
Teacher 2: Some schools are not taking the responsibility
Teacher 3: Alternative providers are not providing child protection
Parent 1: Few providers had received the guidance of e-safety
Parent 2: A greater proportion of schools are now working on the concept of Alternative provisions.
The alternative provisions are not successfully implemented in many schools and this is making the teachers and parents concerned (Vanslambrouck and Scherer, 2019). The group of teachers and parents are having good faith in the system that they can see the successful implementation of the alternative provisions.
7. Why have Alternative provisions become very important for challenging children?
Teacher 1: School phobia
Teacher 2: Mental health need
Teacher 3: Medical needs
Parent 1: Bullying
Parent 2: Special educational needs
The alternative provisions are very much important for challenging children as with the help of these provisions children can manage to stay protected from the points like school phobia, medical needs, bullying and etc. that can be sensitive for the children and this can affect their mental conditions.
8. What is the difference between mainstream school and Alternative provision student care methods?
Teacher 1: The mainstream school has both types of children and the AP student care has only challenging children
Teacher 2: No special care in mainstream schools
Teacher 3: Special care can only be implemented in AP schools and not the mainstream schools
Parent 1: The time can be managed in AP schools while the time cannot be managed in mainstream school
Parent 2: The mainstream classroom can be a place of bullying while the AP classrooms are free from bullying.
There are various differences between the two methods of education. The most important part is that in mainstream schools different types of children can be there (Licina and Stuart, 2020). In AP schools there are only the challenging students who have school phobia among them.
After summarizing the data collection and data analysis methods it is very clear that the Alternative provision process is very effective for personal assessment and goal setting. Making a proper goal and wanting that goal to achieve, then this process would be very useful for the students. There are many students who are not able to come to mainstream schools and stopped their studies because of that. This process helps those students to get the learning methods in a proper way and also can focus on the subject they want to learn. In this matter, the proper subject of this part has been very clear the teacher and the students of this process have the best-communicating power during the learning process. Behalf of that it is also very clear for that reason sometimes teachers take some biased decisions. There are many advantages and disadvantages are there on this topic. Taking care of every single factor the summarized version of this data analysis is there are five members who gave the interview and on the basis of their data, this data collecting and analyzing part were conducted.
Chapter 5: Conclusion and recommendation
5.1 Conclusion
Assessment tools mainly aim to evaluate and estimate students learning and it provides various ways to judge the students for the examination. Various types of tools are there those are "grading rubrics", "Canvas assignments", "self-assessment", peer assessment", "classroom polling" and "survey". The assessment tool can be used for proper learning, which helps in team building that promotes "peer to peer learning". What the students are gaining information in the proper time is estimated with the help of an assessment tool. It is important to share the information because it allows the stakeholders to donate their expert values in their own respective fields. They also contribute to the managerial process. Superior quality of communication and engagement helps to build a system which supports and efficiently communicates with young children and their respective families. It also helps to understand the complex matter, helps to raise consciousness and lowers the amount of misinterpretation. Parents and teachers can participate in the classrooms, they can take part in parent teachers meeting. Parents can also take part in the organization’s functioning. The most appropriate way for data collection can be done through interviews and the focus of the group. Provision sharing has few opportunities like the effective building of relationships, and the development of a comprehensive classroom, to attain knowledge about the technology.
5.2 Recommendations
The need for study in an alternative provision is to support the weak students who are unable to approach the mainstream line of the school barring, some kind of behavioural disorder or disease. For this education outside the school can be encouraged. It is advocated that all the issues in regard to the assessment are then and then it has to be cleared out.
Recommendation 1: To improve the PAGS tool for the collection of data in real-time
Monthly assignments are to be given to the students to observe the standard of each student. "On-demand" assessment is needed as a "constant progress monitoring tool". This helps to accumulate assessment data sheets when required. It is recommended that a group discussion with the teachers and staff is needed to sort out every issue (Ullah et al. 2019). An assessment report has to be submitted with the applicable feedback for the improvement of the students.
Recommendation 2: To improve the positive culture in the workplace and classrooms and plan for the future
Exposure to the external environment helps to change the mentality thinking of the students. More and more adoption of APs is recommended for the betterment of the students. Each and every student are individually taken care of. Discussion can be done about the need for APs and then it can be introduced. It is recommended to assign a few more people for taking care of the evaluated matters (Katsaounidou et al. 2019). More people recruitment with proper duty allocation helps to improve the working environment in the classroom. After a discussion that what type of people is required for the respective department and then recruitment has to be done. Students with physical disorders are to be taken care of if they are facing any issues in their learning. They need to be handled with proper care, patience to build up a positive work environment.
Recommendation 3: to motivate the students through goal-setting behavior
The teachers can encourage the students to select a goal which is exciting and can able to achieve. Discussion with the students in which they can set the goals helps them to remain focused on that particular goal. The students can be subjected to the imagination in meeting their goals. Guidance of every student for the achievement of their respective goal is beneficial for them. Teachers can discuss with the students in regard to the feeling after the attainment of a goal. First, the students have to select their respective goals and work hard to reach that position. Identification of motivation and to understand the difference between internal and external motivation can be provided to them (Greene et al. 2019). Goals can be achieved smoothly; they have to work hard for achieving them. There can be more obstacles in their path that has to overcome buy them. The teachers are there always beside the students to overcome every sort of obstacle. Proper conversation helps to sort out every sort of issue.
5.3 Linking with Objectives
5.3.1 The use of the PAGS tool is understanding by capturing the data in real-time
Real-time always monitors the happening activity on the app and the reports make continuously updated. An individual monitors the effects of the new campaign that are one realizes the mobile app usage and also monitors the social network post by tracking the events. The tracking code is active on the site that verifies by use of real-time and monitors the new and changed content on the site and also sees the one-day promotion that is traffic on the own app and the users are also viewing the pages. Real-time temporarily stops the hits processing to store the efficient resource uses and the stability of the system during a 30-minute period.
5.3.2 The relevance of the need for sharing the collected information with the stakeholders
The collected information is shared with the stakeholders which are the key benefit and the involvement, information and discussion with stakeholders help to make better informed and planned policies, services, projects and programs. According to Vanslambrouck et al. (2019), the discussion with the stakeholders is very crucial for the implementation of the childhood system. It also helps to continue the leadership role in the work. If the stakeholders are included then the ethical, cultural, ethnic and racial communities are in planning and the development is easier because the issues and solutions are identified in the process. Good collaboration of them makes good results for stakeholders to grow up the system that is helpful for the children and the families. This communication also provides good opportunities that allow them to find the issues and solve the problems in the decision-making process.
5.3.3 The contribution of the stakeholders such as the parents, schools and professionals examine the initial collection of the data
Family, school and the profession are mainly linked with love, opportunities, learning, resources and play for the children and they are the experience holder in hobbies, hope, careers, inspiration and resilience. As opined by Greene et al. (2019) stakeholders always give the planning process to fulfill the needs create the ability for learners and solve the problems of the schools. They also make the virtual parent camp for 17+ weeks for the school, community and family that want to collaborate with the children. This service is very enjoyable and the kids engage in this kind of activity in a very energetic way.
5.3.4 The opportunity provided by the alternative provision in sharing the profiles of the student
The alternative provision is the learning process that provides many opportunities to develop the basic knowledge and skills for the children to complete the education processes. As stated by Zheng et al. (2020) there are many opportunities that have been created for the children these are the stakeholders who provide the relevant materials for study, make creativity, always keep updated, use the various methods types of teaching, the goal setting for the children and appreciate the involvement in education. First of all the best way is to make the students creative as the various games, role-playing and debates are also learned full things for the students. The e-books, past year papers and the online resources are very helpful for the students of their success. The teacher also provides the latest news, new technologies and advancements in education to the students for updating. Goal setting is very important for the success of students and also appreciates them for achieving their goals. The involvement of students in the academic groups is very important for developing new study methods for the students.
5.4 Research Limitations
In this research study, teacher motivation describes the achievement of teachers and the improvement in teaching skills and outcomes. The different profiles of students resulting from different levels are the useful limits of this research. The important profiles differed by the goal performance which are the limits of this research (Dam?a et al. 2021). Investigation of moderate learning, success orientation, high avoidance, profile level and performance level are equally important in education. Goals often have too far for the skills of the children that have a negative effect on their performance and motivation to fulfill the goal. It becomes very important to discuss that this study is completely based on the Primary qualitative method. It can create a biased situation for the study and on the other hand, it can also create many problematic areas which are not cleared in this part. If this project conducts a survey on the student then it would be more specific for the study. This research also has the limitations of talking with the challenged pupil who is not able to go to school and take the path of AP.
5.5 Future scope
This study has many future scopes for further progress that have many explored parameters within the study. It allows the student to develop their skills and gather the relevant data or information for progress of the students (Keselman et al. 2019). The judicial system is very impactful for the learning process of the student's interest. Alternative assessment is mainly focused on the thinking process of students that addresses more clearly to minds of their learning. More topics have to be researched in order to gain more knowledge in regard to this topic. Many portions are to be thoroughly researched to secure more information. The importance of “PAGS’ is more to be studied. This paper is very useful for future researchers. They can gain knowledge from this.
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