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”

Zero Tolerance and No Excuses, or Compassion and Learning?

As educators, it’s important we respond to the fact that we have in the UK a mental health crisis. Clearly, business as usual isn’t working for our young people. A plethora of deeply concerning  statistics from Young Minds exposes the scale of the growing problem, including the fact that we have seen a massive 68% increase inContinue reading “Zero Tolerance and No Excuses, or Compassion and Learning?”

The greatest teachers are expert at the status game

Status: the position of an individual in relation to another or others.   The Status Game I discovered the status game on a course years ago. Participants were given a secret number, 10 representing highest status and 1 lowest on a ‘status continuum’, and we were asked to mingle (or not) at an improvised partyContinue reading “The greatest teachers are expert at the status game”

The Good, The Bad and The Ugly #Behaviourism and how it fails

The irony about my last post is that I wrote it because I felt my blog was altogether too negative and ultimately, therefore, not very helpful. This was a good story, I thought. Unhappy students who hated each other at the start of the day; happy students who were friends at the end; lots ofContinue reading “The Good, The Bad and The Ugly #Behaviourism and how it fails”