Leadership

Permanent and Fixed Period Exclusions in England: 2016 to 2017

This DfE statistical release shows there has been a spike in the number of permanent exclusions from England's schools, with heads blaming cuts to mental health and behaviour programmes.

The Department for Education figures show a 15% rise in the number of pupils expelled from state schools between 2015-6 and 2016-7, from 6,685 to 7,720.

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      string(338) "Student exclusions are predominantly affecting children in poverty and with special needs. The Alternative Provision options are not sufficient and are creating a new generation of young people who are not in schooling or employment. Labour MP Thelma Walker discusses the implications of a new report on these forgotten children."
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      string(483) "... Labour MP for Colne Valley.NotesDepartment for Education (DfE).  (2013). Alternative provision: Statutory guidance for local authorities. London, p. 3. DfE (2013).  Alternative provision.DfE (2017).  Permanent and fixed-period exclusions in England: 2015–2016. London, 2017. Institute for Public Policy Research (IPPR) (2017). Making the difference: Breaking the link ..."
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      string(5533) "can sometimes literally be lifesavers for children, and provide them with a level of tailored nurturing that may be sadly lacking in other areas of life. Their disappearance from the curriculum – and from children’s lives – will come at an unquantifiable cost to society. One high school in my constituency runs a dry stone walling project for young people with behavioural issues. Not only is this a calming physical activity, it is helping to preserve a traditional community skill which is in danger of dying out. How much better and more enriching than an ‘out of sight, out of mind’ approach. ConclusionsThe scope of the Forgotten Children report was far wider than the issues I have discussed here. Every single data point, anecdote and piece of evidence we considered would be valuable to consider alone. The above issues are of particular interest because – if taken and funded seriously – they sketch out a policy roadmap to revolutionising the system of alternative provision. As our report concludes, ‘AP is diverse and it would not be appropriate to set a one-size-fits-all template for what good alternative provision looks like’.26 By definition, those accessing AP are complex and difficult cases and centralised diktats about how they should be dealt with would be counter-productive. However, it is very possible to look at broader policies which would create an environment in which good AP can flourish. Provision like the creative, nurturing, outdoor, active sessions I have witnessed in my own constituency and heard about as part of this inquiry should not be considered as a tacked-on extra in areas where volunteers or a particularly dedicated teacher will provide it. It should be an essential part of the curriculum, as such activities enrich the lives and potential of every child, while providing a potential way to reach some of our most complex young people. Children with SEND should be considered not as a difficulty, but as an opportunity. With the exception of mental health issues – which should be dealt with speedily and effectively – many conditions these children live with are lifelong. Children with SEND become adults who live in our communities. Designing provision to not only meet their needs, but which considers their uniqueness and skills as an asset, will benefit everyone in the short and long term. The case of NEET young people demonstrates effectively why education is deeply political, but also why education policy cannot be considered in isolation. Tackling the issues which face young children who are NEET or at risk of becoming so is to tackle some of our most deep-rooted social problems – health, worklessness, the justice system, poor economic recovery and countless others. Alternative provision done well gives us the opportunity to break the cycles of abuse, poverty, imprisonment and poor education for those who need it most. It is early intervention not just for the individuals concerned, but for their families, their communities and our country. The title of our report in full is Forgotten Children: Alternative Provision and the Scandal of Ever Increasing Exclusions. This narrative is one which shames us as a society and comes at a very real human cost. I am proud and filled with hope to be part of a Labour party which is not afraid to think radically about how we change forever the direction of alternative provision, and the inequalities which plague and underpin it – ‘not just to be a voice for the voiceless, but to give them a voice of their own’.27 Thelma Walker is the Labour MP for Colne Valley.NotesDepartment for Education (DfE).  (2013). Alternative provision: Statutory guidance for local authorities. London, p. 3. DfE (2013).  Alternative provision.DfE (2017).  Permanent and fixed-period exclusions in England: 2015–2016. London, 2017. Institute for Public Policy Research (IPPR) (2017). Making the difference: Breaking the link between school exclusion and social exclusion. London.  DfE (2013).  Alternative provision.House of Commons Education Select Committee (HCESC) (2018). 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Making the difference, p. 25.HCESC (2018). Forgotten children, p. 25.Rayner, A. (2017). Speech to party conference."
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Behaviour

Forgotten Children – Creating Policy with Heart

4 Dec 2018

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      string(2611) "authority for the child to have an education, health and care (EHC) needs assessment. Where an autistic child or young person already has an EHC plan, this may need to be amended if they are at risk of exclusion. Schools can call for an early or emergency annual review, if they think this is needed.With the right support, exclusions are often avoidable. What matters most of all is that schools listen to what children on the autism spectrum and their families say about their experiences, and work with them to reduce the anxiety and stress that may result in disruptive behaviour. Catriona Moore is Policy Officer at the National Autistic Society. The National Autistic Society runs a School Exclusions Service that offers specialist advice and information to parents of children who have been excluded from school or are at risk of exclusion and advice for schools on strategies to promote inclusion.NotesDepartment for Education (May 2019). Timpson review of school exclusion, 6.Department for Education (July 2019). Permanent and fixed period exclusions in England: 2017 to 2018.All-Party Parliamentary Group on Autism/National Autistic Society (2017). Autism and education in England 2017. Ambitious about Autism (2014). Ruled out: Campaign report 2014.  Ward, H. (17 November 2017). Schools make autistic pupils feel isolated, report warns. TES News.Department for Education (July 2019). Permanent and fixed period exclusions in England: 2017 to 2018.Gov.uk (2018). C&C v The Governing Body of a School, The Secretary of State for Education (First Interested Party) and The National Autistic Society (Second Interested Party) (SEN) [2018] UKUT 269 (AAC).Department for Education (July 2016). A framework of core content for initial teacher training.Gov.uk (2018). C&C v The Governing Body of a School, The Secretary of State for Education (First Interested Party) and The National Autistic Society (Second Interested Party) (SEN) [2018] UKUT 269 (AAC).Department for Education (September 2017). Exclusion from maintained schools, academies and pupil referral units in England: Statutory guidance for those with legal responsibilities in relation to exclusion, 6.Department for Education (January 2016). Behaviour and discipline in schools: Advice for head teachers and school staff.Equality and Human Rights Commission (2014). Technical guidance for schools in Englandí, 6.4."
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Special Needs

Preventing Exclusions for Students on the Autism Spectrum

20 Nov 2019

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      string(413) "... promote inclusion.References1 Villegas T (4 December 2019), ‘An inclusionist’s manifesto’, Thinking Person’s Guide to Autism.2 Department for Education (25 July 2019), ‘Permanent and fixed period exclusions in England 2017 to 2018’.3 Cutting A (12 July 2019), ‘Timpson review of school exclusions’, Network Autism.4 Department ..."
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      string(5690) "feeling overwhelmed.Some autistic children may lack organisation and planning skills, which can affect their ability to manage the school day. They may also need longer to process information and can find it difficult to understand the tasks they are given. The educator Jules Daulby advises teachers to be aware of this, and to be very direct and specific when asking a student to do something, avoid open-ended choices and look for signs that a student is becoming overwhelmed (9).Schools must recognise that autistic children often have communication difficulties, struggle with social interaction and can find it hard to make friends. This unfortunately makes them particularly vulnerable to bullying. 34% of autistic children say that the worst thing about being at school is being picked on (10). For children on the autism spectrum, school can be a very socially isolating environment. Bullying can lead to an increase in anxiety, and to school refusal – the very reverse of inclusion.Trying to cope with all of these challenges can lead to anxiety, distressed and challenging behaviour, and meltdowns. Alternatively, autistic students may unconsciously mask the stress and anxiety they are feeling at school and only let this out when they’re at home. Their parents can be the only ones who see just how tough things are for them.What schools can and should doAn inquiry into autism and the education system carried out in 2017 by the All Party Parliamentary Group on Autism (APPGA) found that school is often a very difficult and isolating experience for children and young people on the autism spectrum (11). Members of the APPGA heard directly from young people about some of the things they would like schools to do differently. These include:· Tackling bullying more effectivelyProviding safe and quiet spaces that are always available when neededMaking sure that teaching assistants are available to help in the classroomUnderstanding that ‘meltdowns’ are caused by particular situationsHelping students manage relationships with their classmates.Creating a better sensory environmentWhile every child is different, sensory overload can be a particular challenge for autistic children in the classroom. People on the autism spectrum are often highly over or under sensitive to sounds, touch, tastes, smells, light or colours and can struggle to concentrate in traditional school environments (12). It could be the classroom’s bright lights, echoing and busy corridors, the sudden noises of a printer or old radiator. For some, it can be distracting; for others it can be completely overwhelming and even physically painful. On top of this, there are often too few quiet places where they can retreat when they are overloaded.Children may struggle to focus on their work while their environment is distracting. Inclusive schools have taken steps to simplify the classroom environment, reduce sound, and offer quiet spaces or initiatives such as noise-reduction headphones.Providing training for school staffAt the National Autistic Society we strongly believe that every teacher, every school leader and every member of school support staff should receive autism training. This will help them understand the challenges autistic children may face, why they may behave in particular ways and why they may struggle with their surroundings or to pay attention to the task they have been given. It will also help school staff know how to support their students. Making sure that schools as a whole have practices that are autism-friendly is vital in ensuring that children on the autism spectrum can access an education.The key to becoming genuinely inclusive is wanting to do it. Attending school does not have to be a daily struggle for children: it is not an inevitable fact of being autistic. Schools that are welcoming to children on the autism spectrum, with staff who understand them, an environment that is adapted to their needs and a culture of acceptance and kindness, can transform children’s experience and outcomes. With the right support, school can become a positive environment and a place where every child is able to succeed.For more information about autism, including support and strategies to help in school, visit: autism.org.uk.Catriona Moore is Policy Officer at the National Autistic Society. The National Autistic Society runs a School Exclusions Service that offers specialist advice and information to parents of children who have been excluded from school or are at risk of exclusion and advice for schools on strategies to promote inclusion.References1 Villegas T (4 December 2019), ‘An inclusionist’s manifesto’, Thinking Person’s Guide to Autism.2 Department for Education (25 July 2019), ‘Permanent and fixed period exclusions in England 2017 to 2018’.3 Cutting A (12 July 2019), ‘Timpson review of school exclusions’, Network Autism.4 Department for Education (May 2019), ‘Timpson review of school exclusion’.5 Department for Education (4 July 2019), ‘Special educational needs in England: January 2019’.6 https://www.autism.org.uk/get-involved/media-centre/position-statements/education-and-inclusion.aspx7 Department for Education/Department of Health (January 2015), ‘Special educational needs and disability code of practice: 0-25 years’, p20. 8 https://www.autism.org.uk/get-involved/media-centre/position-statements/education-and-inclusion.aspx9 Daulby, J. (28 January 2020), ‘SEND with Daulby: unseen teaching tweaks that make all the difference’, Special Needs Jungle.10 National Autistic Society (2011),"
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Autism

Preventing Exclusions For Children On The Autism Spectrum

10 Aug 2020

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      string(276) "An unusually high proportion of girls in the pupil referral unit with which she was working had Edwina Chevens’ curious to learn more about their stories and how they came to be there. Here she summarises her findings and makes some practical suggestions for wider practice."
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      string(4922) "‘Accounts by girls of getting into trouble at school often refer to persistent everyday misbehaviour rather than dramatic episodes of conflict.’9This may be described as persistent, low-level disruption, highlighted in a recent government report.10 As Lloyd indicates, ‘girls’ difficulties may be less visible and therefore overlooked by the more overt and challenging problems shown by their male peers’. What may be contentious is that staff have responded to secondary behaviours, and the underlying causes have not been explored until a placement at the PRU. As the data has shown, using Ellis and Tod’s model of learning behaviours11, there has been a breakdown predominantly in relationship with self. Girls have presented with unmet learning needs and in some cases, medical issues. Difficulties maintaining a relationship with a key member of staff in mainstream school and with their peers has further undermined their sense of worth and esteem.Recommendations for practiceProvide a key worker or mentor to girls showing early signs of disaffection.Engage girls in single-sex student voice and consultation initiatives.Consider single-sex nurture groups to develop self-esteem, healthy eating, healthy relationships and making informed choices.Provision map curricula and programmes of alternative providers to avoid potential gender bias. Construct multi-agency support teams to provide holistic support to vulnerable learners and to include family support where appropriate.LA to maintain a key strategic role in its monitoring and placement of excluded learners. Development and accreditation for practitioners who specialise in behaviour at a local and national level.Relationships are keyWhile national data has shown a general decrease in both permanent and fixed term exclusions from school, boys are still over represented in data. However, research has tended to focus on boys’ behaviour and raising attainment at the expense of the needs of girls. The case study used semi-structured interviews with 11 girls, two parents and key professionals. Findings were triangulated against current literature and data. While each girl presented a unique and often complex pathway leading to their exclusion, some common features emerged. The protective or destructive power of relationships with other females developed as a significant factor in the lives of the girls, particularly influencing their learning behaviours and attitude to self as a learner.The outcome of this study is to offer recommendations for inclusionary practice in the context of schools and within Local Authorities. Foremost is the need to engage girls in student voice, to listen to their concerns and within an emotionally literate environment, for girls to be able to turn to a trusted adult in school. Suggestions for wider research are considered within the context of a social, moral and financial imperative to support our most vulnerable learners within mainstream education.Edwina Chevens (MA) is an education adviser currently working in academies to close the gap for pupil premium students. She is a visiting lecturer for Initial Teacher Training and contributes to various academic journals. ReferencesDepartment for Education (2016). Permanent and fixed-period exclusions in England: 2014 to 2015. [online] Available at: gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2014-to-2015 [Accessed 11 October 2016].Ellis, S. and Tod, J. (2009). Behaviour for learning: Proactive approaches to behaviour management. London: Routledge.Ofsted (2005). Managing challenging behaviour. [pdf] Available at: dera.ioe.ac.uk/5269/7/Managing%20challenging%20behaviour%20(PDF%20format)_Redacted.pdf [Accessed 11 October 2016].Ellis, S. and Tod, J. (2009). Op cit.Osler, A. and Vincent, K. (2003) Girls and exclusion: Rethinking the agenda. Abingdon: Taylor & Francis.Pomeroy, E. (2000) Experiencing exclusion. Stoke-on-Trent: Trentham Books Ltd.Evans, J. (2010) Not present and not correct: Understanding and preventing school exclusions. [online] Available at: barnardos.org.uk/resources/research_and_publications/not-present-and-not-correct-understanding-and-preventing-school-exclusions/publication-view.jsp?pid=PUB-1426 [Accessed 11 October 2016].Reid, K. (1999) Truancy and schools. London: Routledge. Lloyd, G. (2013) Problem girls: Understanding and supporting troubled and troublesome girls and young women. London: Routledge.Ofsted (2014) Low-level disruption in classrooms: below the radar. [online] Available at: gov.uk/government/publications/below-the-radar-low-level-disruption-in-the-countrys-classrooms [Accessed 11 October 2016].Ellis, S. and Tod, J. (2009). Op cit."
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Behaviour

Girls behaving badly

28 Oct 2016