Schools will be made accountable for the pupils they exclude and there will be a clampdown on off-rolling, as part of Government measures taken in response to the Timpson Review of exclusions. The review, published 7th May 2019, makes 30 recommendations to Government as it highlights variation in exclusions practice across different schools, local authorities and certain groups of children. The report concludes that while there is no optimal number of exclusions, there needs to be action to ensure permanent exclusions are only used as a last resort, where nothing else will do. Analysis shows 85% of all mainstream schools not expelling a single child in 2016/17, but 0.2% of schools having expelled more than ten pupils in the same year. Vulnerable groups of children are more likely to be excluded, with 78% of permanent exclusions issued to children who had special educational needs (SEN), or classified as in [...]
A new guidance report has been published by the Education Endowment Foundation (EEF) offers advice on how to improve behaviour in schools. The report, which reviews the best available evidence to offer schools six recommendations for improving behaviour, suggests that universal systems are unlikely to work for all students and for those pupils who need more intensive support with their behaviour, a personalised approach is likely to be better. One recommendation is that schools use simple approaches as part of their regular routine, such as teachers taking the time to greet each pupil personally at the door of the classroom. Another simple strategy with good evidence behind it is offering free, universal breakfast clubs before school starts, which has been found to prepare pupils well for learning. Other strategies include teaching learning behaviours alongside managing misbehaviour, using targeted approaches to meet the needs of individuals in your school, using [...]
The Department of Education have announced that they are reviewing Permanent Exclusions in England. They are seeking views and evidence on the points set out in the scope of this review. This is not a consultation on any specific proposals as the review is in its early stages. Instead, they would like to gather evidence from as wide a range of sources as possible to inform my findings. The DfE would like to hear from schools, including alternative providers, colleges, education professionals and local authorities about practice and evidence regarding exclusions. Including the experiences and perspectives of parents, carers and voluntary and community organisations which represent those pupils more likely to be excluded. The review will consider the exclusions of groups of pupils that are identified in the national data as more likely to be excluded. For example, those ethnic groups highlighted in the Ethnicity Facts and Figures website; pupils who [...]
New data published on 29th March 2018 shows almost 222,000 children and young people with special educational needs or disabilities (SEND) have had their care reviewed, as part of the government’s introduction of new Education, Health and Care (EHC) plans. EHCPs have replaced the old Statements of SEN. The government has also launched a national trial to give the SEND Tribunal new powers, which give parents and young people new rights to appeal decisions on the social care and health parts of their plan, alongside their existing rights around education. The SEND Tribunal hears appeals about EHC plans where there are disputes, but until now only had powers to look in to concerns on the education element of the plan, now families concerns about the health or social care elements will also be considered. At the same time, the Children and Families Minister has also announced sponsors for 14 new [...]
The Department for Education has developed privacy notices templates for schools and local authorities, which they can issue to staff, parents and pupils about the collection of data. New privacy notices are required as part of GDPR - General Data Protection Regulations - which come into effect for all organisations on May 25th, 2018. Data Protection: Privacy Notice templates for schools Further information regarding GDPR can be found at the Information Commissioner's Office website
The Government has launched a Green Paper regarding Mental Health support for Children and Young People. In some cases, support from the NHS is only available when problems get really serious, is not consistently available across the country, and young people can sometimes wait too long to receive that support. Support for good mental health in schools and colleges is also not consistently available. The green paper sets out an ambition for earlier intervention and prevention, a boost in support for the role played by schools and colleges, and better, faster access to NHS services, in order to fill these gaps. There is clear evidence that schools and colleges can, and do, play a vital role in identifying mental health needs at an early stage, referring young people to specialist support and working jointly with others to support young people experiencing problems. Around half of schools and colleges already have [...]
This Ofsted Report on Reception classes was published on 30th November 2017: Bold Beginnings: The reception curriculum in a sample of good and outstanding primary schools In January 2017, Her Majesty’s Chief Inspector (HMCI) commissioned an Ofsted-wide review of the curriculum. Its aim was to provide fresh insight into leaders’ curriculum intentions, how these are implemented and the impact on outcomes for pupils. This report shines a spotlight on the Reception Year and the extent to which a school’s curriculum for four- and five-year-olds prepares them for the rest of their education and beyond. Key recommendations include that all primary schools should: Make sure that the teaching of reading, including systematic synthetic phonics, is the core purpose of the Reception Year Attach greater importance to the teaching of numbers in building children’s fluency in counting, recognising small numbers of items, comparing numbers and solving problems Ensure that when children are [...]
This paper was first published by the Department of Education in November 2012. It has been reviewed and updated, with the latest version published on 14th November 2017. This paper reviews catch-up strategies and interventions which are intended for low-attaining pupils in literacy or numeracy at the end of key stage 2. This includes interventions which have been trialled with low-attaining year 7 pupils, or interventions which have been trialled and proved successful with younger or older pupils that may be applicable to low-attaining year 7 pupils. Further, this paper only includes programmes where independent analysis has provided an assessment of their effectiveness. The review is intended to support teachers to make evidence-informed decisions about how they support low-attaining year 7 pupils in the school setting by summarising the evidence on what does and doesn’t work. Where possible, the paper will explore the effectiveness of these interventions in terms of effect upon progress [...]
All young people in the UK should have access to school counsellors to tackle an "epidemic" in self-harm, the government has been been told. Baroness Walmsley said the problem was worse among young women and girls. But instead of hiring more counsellors, who could offer free and non-judgemental support, schools were having to sack them to save money. Baroness Walmsley said: "School counsellors can be a very valuable resource in helping to tackle this terrible epidemic of emotional distress amongst young people, because they are non-stigmatising and easily accessible." She highlighted research that showed a 68% increase in young girls being treated in hospital for self-harm injuries. The Liberal Democrat peer called for the government to guarantee a counsellor for every state secondary school by 2022. In February 2016 the Department for Education published "Counselling in Schools: A Blueprint for the future" which provides more information about the role of Counsellors in education.
The Anna Freud Learning Network has launched several new, free resources as part of their 'You're never too young to talk mental health' campaign including: 'Supporting mental health and wellbeing in schools' booklet New Top-Tips videos for teachers Talking mental health animation and teacher toolkit Expert advice videos Teachers and allied professionals can also sign up to the free network "Schools in Mind" which shares academic and clinical expertise regarding the wellbeing and mental health issues that affect schools. The network provides a trusted source of up-to-date and accessible information and resources that school leaders, teachers and support staff can use to support the mental health and wellbeing of the children and young people in their care.