An exploration of parents’ and professionals’ experiences of school entry deferral: an IPA study

Bird, Naomi (2022) An exploration of parents’ and professionals’ experiences of school entry deferral: an IPA study. Doctoral thesis, University of East Anglia.

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Abstract

There has been an annual increase in requests for deferred or delayed entry to school for summer born children in England (DfE, 2021c), despite the debate around this topic and the lack of evidence within the UK (Gorton, 2012; Johnson & Marlow, 2017; Towers, 2018). Building on available research (DfE, 2018, 2019, 2021c; Gorton, 2012), this study used an interpretative phenomenological methodology and multi-perspectival design to explore parents’ and professionals’ lived experiences of school entry deferral. Visual research methods and individual semi-structured interviews were used to elicit an in-depth understanding of four parents’ and two professionals’ lived experiences (Bartoli, 2020; Boden, Larkin, & Iyer, 2019). Transcripts were analysed using principles of interpretative phenomenological analysis (IPA; Smith, Flowers, & Larkin, 2009) and an adapted six-stage process (Bartoli, 2020; Larkin, Shaw, & Flowers, 2019; Rostill-Brookes, Larkin, Toms, & Churchman, 2011). This accommodated the use of the multi-perspectival design and visual research methods. Patterns were explored including convergence and divergence to give rise to three super-ordinate themes which focused upon; understanding requests for deferred entry; making sense of the deferred year; and understanding children’s transition to school. Findings of this study are considered with regards to relevant theoretical literature and empirical research. Additionally, the strengths, limitations and implications of this research are examined, including the implications for EPs.

Keywords: Starting school; deferred school entry; delayed school entry; interpretative phenomenological analysis; multi-perspectival design; visual research methods; Educational Psychologists.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	25 Oct 2022 08:03
Last Modified:	25 Oct 2022 13:00
URI:	https://ueaeprints.uea.ac.uk/id/eprint/89327
DOI:

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