Promoting Positive Relationships
in Renfrewshire Education
Establishments
• Susan Bell – Education Manager (GIRFEC)
• Louise McCrory – ASN Manager
Parent Council Liaison Meeting 18 February 2014
• Promoting Positive Relationships
Policy
• Included, Engaged and Involved
(Part 2) – Standard Circular 8 on
school exclusion
• Parent Conferences
Duty of education authority in providing school education
(1) Where school education is provided to a child or young person by, or by virtue of
arrangements made, or entered into, by, an education authority it shall be the duty of
the authority to secure that the education is directed to the development of the
personality, talents and mental and physical abilities of the child or young person to
their fullest potential.
Better Behaviour,
Better Learning
Discipline Task Group
BBBL (2001)
36 Recommendations
Connect Report – good
practice
• Government funding for
implementation of BBBL
and supporting pilot
projects
• Discipline Stakeholder
Group (2004)
•
•
•
•
Behaviour in
Scottish Schools Research 2009
2009
• Cycle of policy into practice informing new
policy
• Intelligence gathering
• National networks
• ADES
• LA meetings
• 2009 BiSSR
• Policy Guidance: Building Curriculum for
Excellence through Positive Relationships and
Behaviour 2010
• Language,tone,focus on implementation
• Discipline Stakeholder Group re-named
Scottish Advisory Group on Behaviour in
Schools (SAGBiS)
Policy Context – Response to
Research
“Curriculum for Excellence cannot be
delivered without good
relationships and positive
behaviour”
“Health and wellbeing across
learning is a responsibility for all”
“Underpinning this is the emotional
health and wellbeing of staff.”
Building Curriculum for Excellence
Through Positive Relationships and
Behaviour (2010)
CfE / Pre-birth to 3
Food & Health
MESP
Wider
Achievement
Curricular
Areas
IDL
Ethos
7
@rswhome
Behaviour in
Scottish Schools Research 2012
2012
Findings:
• 4,898 surveys completed
• Quantitative, qualitative, case study
• Low-level disruption (e.g. talking out of
turn; running in corridors; mobile phone
use (sec))
• Serious disruption: not common
• Positive trend
Challenges:
• Perceptions of support staff less positive
• Peer-peer aggression
• Increasing numbers of complex
difficulties and specific disorders
• Use of mobile devices
Better Relationships
Better Learning
Better Behaviour
(http://bit.ly/BRBLBB)
• “Research demonstrates
that investing time and
resources into improving
relationships
and
behaviour
in
establishments leads to
positive outcomes around
inclusion, engagement and
achievement in the short
term,
and
community
safety and cohesion in the
longer term.”
Developing Children: Maslow (adapted)
LOVE &
SELF
ACTUALISATION
BELONGING
SELF
?
SOCIAL & EMOTIONAL
ESTEEM
COMPETENCE
SOCIAL &SELF
EMOTIONAL
COMPETENCE
ESTEEM
LOVE &
SELF ACTUALISATION
BELONGING
SAFETY & SECURITY
PHYSIOLOGY:
food, water, shelter, clothing
?
Renfrewshire Policy
•Promoting Positive Relationships – previously Improving
Relationships and Promoting Positive Behaviour
•Policy current being reviewed – all sector representation
•Gathering of good practice from all sectors
•Draft Education Policy Board – May
•Consultation following Board
- Schools
- Parents
- Pupils
Policy areas
•
•
•
•
•
•
•
Background
Purpose
Ethos, relationships and leadership
Understanding behaviour
Positive approaches
Staged intervention
Settings and provision
Included, engaged and involved part 2
Revised SC8
Exclusion of pupils from school
Exclusion
Guidelines
• National guidance on
Exclusion…Included,
Engaged and Involved Part
2 steering group and draft
policy 2010
• Consultation 2010-2011
and final publication
• Focus on prevention
Key principles
• Promotion of inclusion
• Exclusion on its own does not address the
underlying reasons for exclusion
Legal basis for exclusion
Regulation 4 of the Schools General (Scotland) Regulations 1975, as
amended
An education authority (or a school, if operating under devolved responsibility)
shall not exclude a learner from school unless the authority (or school)
•
Are of the opinion that the parent of the pupil refuses or fails to comply, or to
allow the pupil to comply, with the rules, regulations or disciplinary
requirements of the school
•
Consider that in all the circumstances to allow the pupil to continue
attendance at the school would be likely to be seriously detrimental to order
and discipline in the school or the educational well-being of the pupils there
Key changes
•
In Renfrewshire the power to exclude is devolved to heads of
establishment to a maximum of 4 days
•
Where incidents occur involving Looked After Children or children in
primary 1 that may merit consideration of exclusion from school it is
expected that the school will engage with the Children’s Services
Support team, prior to any decision, to discuss an appropriate course
of action and review support plans
•
It is expected that children and young people will not be excluded
from alternative provision, however where this requires to be
considered, any decision must be made in conjunction with the
Children’s Services Support Team
Decision to exclude
Factors determining decision to exclude:
•
Is the level of indiscipline such that effective education in the
mainstream setting is impossible at this time?
•
Does serious action require to be taken to prevent the level of
disruption to the education of other learners?
•
Is the behaviour of the child or young person a danger to
other children and young people and/or staff?
•
Is the parent/carer unwilling to co-operate with the school?
Decision to exclude – the process
The head teacher must have taken account of:
• The particular situation giving rise to exclusion
• The individual’s circumstances and needs; and
• Any risk factors, particularly where the learner
is a looked after child or vulnerable in another
way
Parent Conferences
• Informal opportunities to engage with
parents on a range of topics of interest
• Half day (Saturday) with activities for
children
• Suggested topics – CfE; tackling
bullying; promoting positive
relationships; health and well-being;
homework
• Questionnaire for parents to follow