ABSTRACT
The Pen Green Tracer Study questions the difference we may or may not have made to the lives of children and families who have used our services. An initial cohort of young people, now aged between 8–21, revisited their nursery in 2010. Their stories prompted discussion on parental involvement and advocacy within the education system, key worker attachment, and children’s sense of self. Our second cohort was composed of young people whose experiences of the education system were characterised by difficulties and challenge. Using video within a groundbreaking new research methodology, our findings gave us new insight into the child’s voice, transforming our understanding of a child’s world. Through the tracer study we are questioning our own practice:
Did our commitment to encouraging agency and autonomy work for every child?
Did children experience disequilibrium on transition to school that inhibited their development?
Did we engage effectively with all their parents?
