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Title: An initial investigation into early years foundation stage and key stage one pupil referral units : who attends, what mechanisms do they use and what outcomes are associated with this intervention?
Author: Wilson, Rachel Emma
ISNI:       0000 0004 2700 0203
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2010
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This thesis presents the findings of research into three Pupil Referral Units (PRUs) for children in the Early Years Foundation Stage and Key Stage One (EYFS/KS1). More specifically it offers an insight into the factors associated with EYFS/KS1 PRU placement, the mechanisms used by the PRUs and the outcomes for PRU pupils, their families and schools. The rationale for this study stems from literature identifying the serious long term implications of Social, Emotional and Behavioural Difficulties (SEBD)-related school exclusion. There is a need to understand this issue for younger populations and to explore and evaluate interventions designed to address SEBD and reduce school exclusion. This work supports current national and local goals to reduce exclusion and promote early intervention, evidence based and accountable practice. Mixed methods were employed to qather qualitative and quantitative data relating to all research questions. Semi-structured interviews were conducted with parents, Local Authority (LA) professionals, PRU and mainstream school staff. The Strengths and Difficulties Questionnaire (Goodman, 1997) contributed information about the profile of needs upon entry and the short term impact of PRU intervention. File trawl and database searches were used to collect data relating to 247 children who had attended the PRUs between 2004 and 2009. Comparisons were made between this PRU sample and national and LA school populations. The results identified special educational needs, home context factors and homeschool relationships as particularly influential on the difficulties of EYFS/KS1 children. Study of PRU mechanisms revealed that stakeholders perceive an effect not only from PRU systems and activities but also the attitude and skills of PRU staff. Work with children, parents and mainstream schools was described and in turn PRU intervention was associated with positive outcomes for all three groups. The true value of this thesis is dependent upon how the data are used. It is intended that LA stakeholders will use the results to inform development of both EYFS/KS1 PRU provision and the wider changes needed to support young children with SEBD. Suggestions for this work and for future research are included in the discussion section.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available