“How do my placement school’s
policies, procedures and provision
support pupils at-risk of exclusion?”
Rationale
• PGCE trainee who undertook the SEND strand of the
course.
• Worked at a special school for EBSD students.
• Experienced the attitudes
of excluded young people
once they had
permanently left
mainstream education.
• Personal history and
childhood.
PS FSM = 3.5 times more likely to be excluded.
Findings
- Students who have been identified are supported through the on-site
inclusion unit.
- This provision includes: skills and engagement groups; reduced
timetables; targeted withdrawal and report cards.
- Interventions last for 12 weeks in the first instance with the option for
a renewal.
- External provision is accessed but all three interviewees identified
funding as a stumbling block for this provision.
- Places on externally provided services are extremely limited: only 9
spaces each year for the major services provided.
Recommendations
1) Develop a positive reward system,
in collaboration with the students,
that provides a realistic way of rewarding positive
behaviours.
2) Continue to deliver excellent on-site provision and
refine the intervention programme.
3) Build links with other local schools to share best
practice and provision.
4) Invest time in training the whole staff in inclusive
practice to minimise the incidence of negative
behaviours in-class, as well as to create a positive
school culture built on praise rather than
punishment.
The value of PGCE research?