From guidance to ground: exploring the disjuncture between managed move protocol and professional reality

This article explores some of the disparities between policy and practice in relation to the use of managed moves in the UK education system. The article interweaves professional reflection as a practitioner, into a review of academic literature and policy in relation to how managed moves could be implemented in order for them to better serve the interests of the child and be more likely to succeed. Specifically, we explore: a) current guidance governing pupil behaviour and how this is implemented on the ground; and b) the centrality of ‘belonging’ and the need for a shared understanding and mutual agreement between the child, the parents/guardians and the school before, during and after a managed move. As such, the article combines a review of literature and policy with a reflection on practitioner experiences within a local authority in England. We argue that, whilst the guidance on managed moves has improved, there needs to be a far more holistic approach to understanding the needs of the child and more consideration needs to be given to the negative impact of the current policy and practice of managed moves.

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