EXCLUSION. IS IT THE ANSWER?

What is “exclusion”?

I’m sure you already know, but here’s a little revision!

“Headteachers can exclude your child if they misbehave in or outside school…there are 2 kinds of exclusion – fixed period and permanent.” (Gov.uk). 

The law and process also cites the provision of early interventions and managed moves, as well as the fact that “Pupils should be given an opportunity to present their case before a decision is made”. When reaching the decision to exclude a child, the head teacher must “…apply the civil standard of proof, i.e. ‘on the balance of probabilities’, which means it is more likely than not that a fact is true.”  It also requires that the school Behaviour Policy has been adhered to.  Herein lies the issue.  Some Behaviour Policies are truly horrific.  For example, when assessing a behaviour policy for a ‘good’ school recently, it directed that “…a stern look should suffice to inform the child their behaviour is unacceptable…”.  I kid you not.  When I asked the Head Teacher to demonstrate the corporate ‘stern look’, and what training she provided for it, she was horrified.  “That’s not really in our policy is it?”, she asked, hands clasped in prayer position.  “Yes”, I replied, “And apparently it was reviewed in October”.

How effective is exclusion?

There is certainly a place and a need for exclusion – when properly evidenced and applied.  This should mean that it is legal, rational, reasonable, fair and proportionate. However, I worry that exclusions can leave our young people disengaged, and, even worse, vulnerable.  When not at school, and sometimes not supervised at home during exclusion periods, the devil may make work for those idle hands – I’m sure we are all aware of the perils of falling prey to ‘county lines’ or CSE. 

Avoiding exclusion

As a former school Governor, I know that, when considering permanent exclusion for a pupil, Governors must be convinced that every other avenue has been exhausted. Unless you have gone as far as offering a Restorative Practice intervention, I don’t believe that every opportunity has been given to the child. As the intervention can ONLY be undertaken on a voluntary basis, it is a chance for the student to face up to the consequences of their actions – and take responsibility for repairing the harm they caused. If they decide not to partake, surely that will add the final piece of the exclusion evidence. Conversely, a decision to engage in the process (administered correctly) will provide them with the chance to change – and develop – and throw positive light upon the school.  However, I do believe that the concept could be better embedded and ‘sold’ to students – and staff – so that there is a keenness to take part, and an appreciation of the value to all concerned in Restorative Practice.

The dangers of exclusion

Never have undirected young people been more vulnerable than now.  Whilst excluded, they might just spend the time on their games consoles, but equally they might inappropriately explore the internet, or find themselves meeting up with all manner of nefarious people.  Hence, part of our work is to create ‘positive exclusions’.

How we can help

Most of you will say that you review your Behaviour Policy every year or two – and you probably do! However, I wonder how many changes you actually make.  (I pored over a policy for 2 days in my role as Governor, at their request, only to discover they made none of the recommended changes!) How often do you really alter your behaviour culture, methods of intervention and re-integration?  We will come to your site, assess your policy and procedures for behaviour, sanctions, isolation and exclusions with a view to creating the best possible chance for your staff and students to be able to fulfil their potential. Training, refresher training, MOTs for conflict and behaviour – and even case busting – are all available to you. We also provide training in Mentoring and Evidence Gathering to help you create a positive, thriving educational establishment – and ultimately reduce exclusions.

In summary

In the last generation or two, the behaviour of our children has changed beyond all measure.  As educators we need to ensure that we embrace this, whilst still addressing unacceptable words and deeds, and ensuring we do all in our power to fulfil the ‘return to learn’ ethos of our schools.  This is what we are passionate about. This is what the Behaviour Change Counsel do. We CAN help. Just ask.