Supporting pupils at risk of exclusion in mainstream schools

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Supporting pupils at risk of exclusion in
mainstream schools

• Resource material for Multiverse
• Louise Gazeley

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Part One

• Understanding school exclusion

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Illustration one
Inclusion

Exclusion
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Illustration two

Inclusion
Exclusion
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Illustration three
Social
Policy level
School level
Teacher
Social, cultural, economic factors
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at risk pupils

• Most pupils who are excluded from school are
  excluded for a short period, temporarily and on
  only one or two occasions in any school year
• at risk pupils are those pupils who are thought
  to be likely to be permanently excluded because
  their behaviour continues to be of concern

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Exclusion and attendance

• Pupils can miss long periods and large amounts of
  formal schooling over a number of years
• Exclusion may contribute to the development of
  routines and lifestyles which do not include
  attendance at school
• Accessing school work may become increasingly
  difficult, particularly if there are difficulties
  such as poor literacy skills
• Pupils may become increasingly alienated from the
  school environment
• A pupils absence or truancy may be of less
  concern potential for conflict may be diminished

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Permanent exclusions - some figures

• Rates of permanent exclusion have decreased by
  20 since 1997/98
• In 2003/04 there were 9,980 permanent
  exclusions.This is equivalent to 13 pupils in
  every 10,000
• This represents an increase of 6 on figures for
  2002/3
• Rates of permanent exclusion are lowest in
  primary schools (13 of total)
• Rates of exclusion are highest for pupils in
  years 9 and 10 (45 of total)
• Data taken from National Statistics First
  Release. SFR23-2005

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Variation between schools

• The numbers of pupils excluded varies from school
  to school
• The types of offences pupils are excluded for and
  the length of exclusions also varies
  significantly between schools
• Pupils may become at risk of permanent exclusion
  more quickly in schools that increase the number
  of days a pupil is excluded for with each
  exclusion

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Offences?

• Non-compliance
• Bullying
• Breaches of school uniform rules

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One term, different meanings
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Alternative provision

• Alternative arrangements such as work/college
  placements are used particularly with pupils at
  Key Stage 4
• These arrangements are designed to be supportive,
  to reduce the possibility of future exclusions
  and to enable pupils to access education
• These type of arrangements are disproportionately
  experienced by working class pupils and pupils
  with Special Educational Needs

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Inclusion or exclusion?

• Being withdrawn from a specific curriculum area?
• Being required to work outside the Head teachers
  office for a day?
• Being sent home from school having caused
  disruption and when in a state of distress?

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Exclusive pressures on schools

• The need to compete with other schools for
  attractive pupils - and parents
• Pressure to raise standards and attainment
• A curriculum dominated by 5GCSE A-C grades as
  the key measurement of success
• Teacher performance criteria

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Permanent exclusion

• The regulations allow head teachers to exclude a
  pupil for one or more fixed periods not exceeding
  45 days in one school year.
• In Exceptional circumstances where, in the head
  teachers judgement, it is appropriate for a
  first or one off offence.

• The final step in a process for dealing with
  disciplinary offences It is an acknowledgement
  by the school that it has exhausted all available
  strategies for dealing with the child and should
  normally be used as a last resort.

DfES, (2004), Improving
Behaviour and Attendance
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Reintegration

• Pupils permanently excluded from a mainstream
  school should be placed in full time education
  within 15 days of the decision to permanently
  exclude
• There may be disagreement about the most
  appropriate placement and appropriate provision
  may be hard - or impossible - to find

• Schools may be reluctant to take pupils. Many
  have protocols governing the admission of hard to
  place pupils which enable them to share out these
  pupils with other local schools.
• Schools may not have, or may be reluctant to
  allocate, resources to support a pupil

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Problems associated with exclusion from school

• More time for pupils to get in to trouble -drug
  abuse, crime, sexual relationships, association
  with others also not attending school
• Parents and carers may not (be able to) supervise
  pupils effectively while they are excluded. The
  breakdown of family or care arrangements may be
  precipitated
• Although Pupils who are excluded from school
  are not excluded from education there remains a
  risk that they may be lost from the education
  system, sometimes for long periods of time.
• (p62) DfES, (2004), Improving Behaviour and
  Attendance

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Who benefits from exclusion?

• The excluded pupil - a chance to reflect on the
  situation or to make a fresh start. In some cases
  this may lead to accessing more suitable
  provision
• Other pupils - disruption of the learning of
  others may be reduced
• Schools - a problem is removed, standards of
  behaviour are seen by others to be enforced

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Equity issues

• Exclusion from school is an equity issue. Some
  groups of pupils are excluded from school
  disproportionately
• Schools are required to collect exclusions data
  but may not use it to inform their own policies
  and practices
• Pupils at risk of exclusion tend to be identified
  as individual problems
• At institutional level it can be difficult for
  schools to identify equity issues related to
  exclusion

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Minority ethnic exclusions

• Legislation requires schools to take steps to
  ensure that they will not discriminate against
  pupils on racial grounds when making a decision
  whether to exclude a pupil
• Although rates of permanent exclusion among most
  Black and minority ethnic pupils have fallen in
  recent years, there is still a disproportionate
  permanent exclusion rate for Black pupils,
  especially boys. Given this, schools should
  ensure that all school staff and governors are
  fully trained to understand how their own
  perceptions, values and beliefs affect their
  interaction with pupils from minority ethnic
  backgrounds.
• (p23. DfES, (2004), Improving Behaviour
  and Attendance)

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Girls

• Are less likely to be excluded than boys
• Lack suitable alternative provision
• Are more likely to have problems that are
  concealed or unidentified

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School exclusion and Special Educational Needs
(SEN)

• School governing bodies have a statutory duty
  to do their best to ensure that the necessary
  provision is made for any pupil who has SEN.
• (p21. DfES, (2004), Improving Behaviour
  and Attendance)
• In 2003/04, 44 pupils in every 10,000 pupils
  with statements of SEN ... were permanently
  excluded from school. This compares with 6 in
  every 10,000 pupils with no SEN.
• From National Statistics First Release.
  SFR23 -2005

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School exclusion and Free School Meals (FSM)

• Pupils on FSM are disproportionately excluded
  from school
• Pupils on FSM are those living in poverty
• Schools are unlikely to link Free School Meals
  data to exclusions data

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Exclusion and social class

• A focus on social class rather than on FSM would
  raise awareness of how interactions around school
  exclusion are affected by
• perceptions, values and beliefs.
• (p23. DfES, (2004), Improving Behaviour and
  Attendance)

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Parents

• When things go wrong parents are asked to take a
  key role and may be required to give up a great
  deal of their time. Some may be unable to
  continue working
• Not all parents can engage in interaction with
  professionals on equal terms or are able to
  understand the processes involved
• Some parents may have had poor or limited
  experiences of education themselves
• Parents may be (seen to be) unsupportive

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Parent rights

• Although advice and support is often available,
  parents may not know this or may not take
  advantage of it
• The Advisory Centre for Education(ACE) is a
  national charity and provides information and
  advice for parents on exclusion.

• Parents have rights in relation to exclusion but
  may not know what these rights are
• Parents may not be coping well already and may
  feel powerless, guilty or blamed
• Not all parents are (able to be) proactive
  others may make earlier interventions before the
  crisis point occurs

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Pastoral Support Plans - (PSPs)

• Are a recognition that a pupil is at risk of
  permanent exclusion and set out the nature of a
  pupils difficulties and targets and strategies
  for the future
• In some cases PSPs outline arrangements for a
  pupils attendance to be reduced for a fixed
  period. Difficulty predicting when a pupil will
  be considered able to return to full time
  education can contribute to tension between
  parents/ carers and the school
• Parents may feel that not agreeing to the
  arrangements proposed by the school could lead to
  exclusion

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Appeals

• In the first instance exclusions are reviewed by
  school governors. Rights and responsibilities
  relate to the number of days exclusion
• In the case of a permanent exclusion, parents
  have the right to set out in writing the grounds
  for an appeal and to be heard at an independent
  appeals panel
• Middle class parents are considered to be more
  likely to use the appeals process

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Roles of the Local Authority Representative

• Ensuring statutory processes have been adhered to
• Advising schools about their options and on
  reintegration strategies
• Supporting parents and the Local Authority in
  finding another school for a permanently excluded
  pupil
• Persuading schools to take their share of
  permanently excluded pupils
• Representing the Education Authority, at meetings
  and at appeals

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Part 2

• Providing support implications for practice

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Responsibility

• Teacher?

Pupil?
Specialist teacher?
Problem
Parent/carer?
Outside Expert?
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Information

• Access as much information as possible about the
  difficulties a pupil has, including a pupils
  literacy level as this is often a barrier to
  learning
• Ask other relevant professionals for information
  if you have concerns and share valid concerns
  with appropriate others
• Avoid allowing information about pupils to
  influence your expectations of them

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Empathy

• Know enough about pupils to be able to understand
  the problems they have
• Develop a teaching style which is inclusive and
  supportive
• Recognise the support you can provide while
  acknowledging the expertise of others

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Assumptions

• Some pupils live in circumstances that increase
  the risk of exclusion from school. This can be
  overlooked. These include
• Neglect
• Abuse
• Domestic violence
• Substance misuse
• Mental illness
• Unstable housing
• Poverty
• Living with out a parent

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Safe classroom environments

• provide consistent boundaries and clear
  expectations
• develop pupils confidence and self esteem
• teacher behaviour is predictable or unthreatening
• recognise the value of communication with pupils

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Learning

• Behaviour problems are often linked to barriers
  to learning. Pupils who are excluded from school
  are likely to have experienced low attainment
  and/or underachievement
• Ensure that tasks are accessible and be willing
  to clarify tasks as often as necessary
• Plan to provide support at the start of a task if
  this is likely to be a trigger for refusal to
  work

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Peer and group work

• Some pupils work supportively with each other.
  Developing strategies to integrate a pupil with
  others in the class may be useful
• Pupils enjoy active learning experiences

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Planning support

• Pupils who are absent for long or frequent
  periods may need additional and active
  interventions to enable them to access the
  classroom situation
• Drawing on prior knowledge presents particular
  difficulties which can easily be overlooked in a
  whole class situation
• Teaching Assistants often have knowledge,
  expertise and relationships with pupils which can
  be helpful if utilised effectively

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Relationships

• Pupils can be very alienating in their
  behaviours. It is important to recognise this and
  to try and depersonalise these situations
• Pupils can be successful with an individual
  teacher, even when unsuccessful in most other
  places
• Try to minimise opportunities for conflict.
  Anticipate likely pupil responses and plan your
  next step in advance. Think about what you say
  and how you say it!
• Try to be fair as pupils value this

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The end