They really care about us here

I’ve been working on a film about the impact of permanent exclusion over the past few months. Among other things, I wanted to explore how some pupils were able to succeed in their new mainstream schools despite a history of ‘persistent misconduct’. Was it that the shock of the exclusion triggered some kind of wakeContinue reading “They really care about us here”

‘We need to get the parents in’ – reimagined

How productive are these meetings, really? When a pupil, persistently dusruptive let’s say, has notched up enough behaviour points on SIMS for ‘parents in’ to be the next step? How often do we then see a sustained or even short lived improvement in general attitude and behaviour? Rarely, I’d suggest – if only the problemContinue reading “‘We need to get the parents in’ – reimagined”

Inclusion – It takes a village

The truth of this was illustrated to me recently at a reintegration meeting. A pupil, Joe, let’s say, had been excluded for a fixed term following a major incident, one that had shaken his school’s orderly community. Pupils had been frightened, the police called, Facebook was on fire with the episode and parents were talking.Continue reading “Inclusion – It takes a village”

A Special Challenge – Inclusion and Behavioural Difficulty

Published in 2011, Mainstream Inclusion, Special Challenges: Strategies for Children with BESD predates SEND reform, hence the BESD categorisation, but its recommendations remain as relevant today as they were at the time of writing. With a deeply concerning Jospeph Rowntree Foundation report this week confirming that seven in every ten pupils permanently excluded from English schools have SENContinue reading “A Special Challenge – Inclusion and Behavioural Difficulty”

The insanity of the fixed term exclusion

The title of this post is hyperbolic, of course. Approximately one third of fixed term exclusions could never be described as acts of madness. In fact, I discovered through my school visits last week some highly effective practice and my main purpose in writing now is actually to share that. I’m an advocate of restorativeContinue reading “The insanity of the fixed term exclusion”

Why Ofsted need to inspect SEND services – a parent perspective

Originally posted on National Deaf Children's Society Campaigns blog:
Matt Keer, member of NDCS, guest blogs for us on the Ofsted/CQC consultation on SEND inspections. Dear Ofsted & CQC, I’ve got two profoundly deaf boys. I’ve sent a response to your consultation about how to inspect special educational needs and disability provision in local…

“Look for the helpers.” An Assembly. #Muslimsarenotterrorists

It dawned on me just how terrifying the world can seem when I was on a train to York with my 11 year old daughter last half term break. She was unusually quiet, glancing anxiously about at our fellow passengers, before finally blurting, “How do we know there’s not a bomb on the train?” I asked her to explain. “WellContinue reading ““Look for the helpers.” An Assembly. #Muslimsarenotterrorists”

Poem’s title as mnemonic – a closed book conditions life-saver? Memory Strategy 6.

This is the last post in my series on memory-friendly anthology teaching and it moves onto that old favourite, the mnemonic. Many web-pages, such as 9 Types of mnemonics for better memory, are devoted to describing these strategies so I’m not going to rehash any of that information here. Most of what I want to suggest is actually exemplified in the pics at theContinue reading “Poem’s title as mnemonic – a closed book conditions life-saver? Memory Strategy 6.”