This article reports the findings of four separately commissioned evaluations of alternative provision (AP) undertaken in three local authorities in the UK. The evaluations were specifically predicated on the principles of children's rights and used a combination of qualitative research methods and documentary analysis to elicit the experiences of young people in conjunction with the viewpoints of key stakeholders. Data from each evaluation was gathered over a total period of 6 years. The sites and time scales for each evaluation varied from 6-month authority-wide strategic reviews to a 3-year evaluation of an AP free school and an evaluation of pupil referrals in a large school partnership. The evaluations involved 200 participant children and young people, 30 managers and stakeholders, 8 parents of non-attending pupils and local authority officers and school governors. The evaluations report the complexity of needs amongst children and young people; the continuing problem of unsuccessful transitions between key phases/stages of education and the profound consequences of this for young people; assumptions around mainstream reintegration and managed moves; and the curriculum challenges of vocationalism and academic emphasis. While the research data confirms the positive value of multi-agency approaches in AP, it also shows a more recent troubling increase in the number of young people now being referred to AP as a consequence of their exposure to performative school cultures.

The article considers challenges faced in undertaking research work that examines issues of abuse and neglect, with young people acting in the role of co-inquirer. Based on a research process devised to support a qualitative study exploring why young people think they are frequently not believed when they report abuse and neglect, consideration is given to the issues encountered in facilitating the direct involvement of young people in research of this nature. Discussion is provided as to how young people were actively recruited to the co-inquirer role, the scope of the work they undertook and the strong ethical framework that had to be put in place to support their participation. It is argued that the involvement of young people as co-inquirers has to take account of their experiences, feelings and reactions to the demands of such work. It is also acknowledged that work of this nature can be extremely demanding especially when those involved have themselves been the victims of abuse and neglect.

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Gifted, Talents and Education: A Living Theory is a very individual and personal book.Written by three colleagues who have come to a shared view on the subject matter this book represents an entreaty for others to follow their vision for education. The book takes time to articulate the way in which the triumvirate was formed and the shaping of their particular philosophy. It then asks the reader to join with them in their cause. The book has an almost missionary zeal and, as is the custom of evangelicals, has little time for those with opposing views. Evidence is used to support claims but there is little by way of balanced argument. Conflicting ideas are dealt with lightly or not at all. Roehampton UniversityRICHARD RACE

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