From managed moves to off-site directions:

: Unpacking the lived experiences and giving voice to children, families and school staff through interpretative phenomenological analysis (IPA)

Abstract

This thesis examines the process commonly referred to as an off-site direction, an alternative to permanent exclusion in the United Kingdom. In the Department for Education’s (2022a) Suspensions and Permanent Exclusions Guidance, the terminology was revised; a managed move is now defined as a permanent transfer to another school, while an off-site direction refers to a temporary placement. However, despite this policy distinction, ‘managed move’ remains widely used by schools, local authorities, and researchers in the literature, reflecting its continued relevance in both practice and research. Off-site directions remain a non-evidence-based practice with limited research and inconsistent application. This study contributes to the field by exploring the lived experiences of secondary school students, parents/carers, and staff involved in off-site directions.

An Interpretative Phenomenological Analysis (IPA) approach was adopted. Semi-structured interviews were conducted with fifteen participants, including secondary school students, parents/carers and school staff, drawn from a purposive sample within one English local authority, selected for their knowledge and experience of off-site directions. Analysis generated idiographic and group-level themes highlighting the significance of belonging and mattering, the discourse surrounding off-site directions, and the importance of interdisciplinary collaboration in supporting transitions.

The thesis also reflects on the researcher’s dual role as practitioner and academic. Reflexivity is presented as central to understanding how positionality shaped data generation and interpretation. Findings indicate that off-site directions have significant implications for vulnerable children. While they can offer opportunities for a fresh start, they also risk contributing to unexplained absences and lost learning opportunities if children’s needs are not prioritised. The study highlights the need for clearer protocols, stronger accountability, and collaborative working across agencies to ensure fair and consistent child-centred practice. By capturing lived experiences, this research provides insights to inform local and national policy and advocates for approaches that improve outcomes for children subject to off-site directions.

Date of Award	2025
Original language	English
Awarding Institution	Canterbury Christ Church University