Minister for Education Sport & Culture Response to School Suspensions Report

Findings

Comments

1

Finding 1:

There  is  evidence  that  the suspension policy has not always been  applied  consistently.  The Sub-Panel  therefore  welcomes the  new  policy,  which  is  far more  comprehensive  than  the existing policy. The new policy helps to fill some of the gaps in communication  and  guidelines that  exist  in  the  current suspension policy. [Section 6]

Elements of the new policy have already been implemented. Some further modifications will be made as a result of the scrutiny process.

The new policy will be fully implemented in September 2010.

2

Finding 2:

The  Sub-Panel  acknowledges that  the  Department  of Education,  Sport  and  Culture already collects suspension data internally.  However,  the production of publicly available annual  statistics  documenting the number of suspensions that have  occurred  during  each school  year  would  increase transparency  and  enable  both individual  schools  and  the Department  to  pick  up  any trends  in  suspension  figures relating to factors such as race, bullying  or  family  issues.  The Sub-Panel  appreciates  that providing  public  suspension statistics  broken  down  by individual  schools  may  have negative  implications  for students'  education  at  certain schools.  It  is  therefore  not believed  necessary  for  these statistics  to  name  schools individually.  However,  they should  provide  comprehensive data  on  the  generic  suspension figures  for  any  given  year.  A good example of the format of this data would be the Scott ish Government's  annual publication,  in  which  statistics

The  department  supports  the  Panel's  view providing public suspension statistics broken down  by  individual  schools  may  have negative  implications.  The  department publishes data about the performance of the whole  system  and  uses  more  detailed information  about  individual  schools  to monitor trends, support and challenge.

It is not clear how further public publication would assist schools and the Department to pick up any trends however it is important that  schools  are  challenged  and  held  to account for their performance.

Suspension  data,  along  with  other performance  data,  is  regularly  reviewed  by ESC  and  made  available  to  Professional Partners whose role it is to challenge schools and  to  support  them  in  developing  their educational provision.

are  provided  by  sector  -  for example primary, secondary and special schools. [Section 7]

3

Finding 3:

Anecdotally,  it  would  appear that there has not been enough training  for  teachers  on  the application  of  the  suspension policy. This situation needs to be addressed  with the  introduction of the new suspension policy as a matter of urgency.

[Sections 8.1–8.3]

Qualified teachers are trained to manage pupil behaviour.  However  it  is  recognised  that many  teachers  feel  they  benefit  from additional training.

It  is  unclear  why  there  would  need  to  be training for teachers on the application of the suspension policy, as teachers do not apply the policy. Each school's senior management team and Governing Body, if one exists, need to be fully aware of the policy. However, only the  head teacher has  the power to suspend. Head  teachers  have  been  given  the opportunity to discuss the implications of the new  policy  for  their  schools.  There  is  an expectation that head teachers will brief their Governing Bodies on their responsibilities in this respect.

4

Finding 4:

Differences  in  terms  of  school demographics,  student  and parent  involvement  means consistency  in  applying  the current  suspension  policy  is difficult to ensure.

[Sections 8.4–8.11]

System-wide policies need to take account of the fact that each school is unique. However, the  new  policy  will  support  all  schools through the process of suspension where that is necessary and as such will provide a greater degree  of  consistency  across  the  system. Parental  involvement  at  an  early  stage  is crucial if schools are to successfully support all pupils.

5

Finding 5:

The Sub-Panel is concerned by comments  from  some  teachers regarding  disruptive  students taking  up  too  much  teaching time.  The  Sub-Panel  sees nurturing  students  as  key  to  a teacher's role.

[Sections 8.26–8.27]

The Department agrees that nurturing pupils is a key aspect of the teacher's role.

6

Finding 6:

The  implementation  of suspensions  appears  to  be  too

The Department sees no evidence to support this  conclusion.  The  evidence,  in  fact,

frequently  dictated  by  the limitation of resources available, rather  than  what  is  in  the  best interests of the student. [Sections 8.28–8.29]

illustrates that schools work hard to ensure that  students  remain  in  their  mainstream schools  and  that  suspension  is  most frequently used as a last resort.

7

Finding 7:

Suspensions  can  provide  an opportunity for reflection and re- evaluation on the part of parents and pupils and highlight an issue that  the  parent  may  not  have previously  been  aware  of. However,  when  students  are continually  receiving suspensions and are missing out on  large  periods  of  their education,  this  is  not appropriate.  In  these  cases serious consideration needs to be given  to  the  suspended  student and  the  focus  should  be  on finding a solution that works, as in  these  instances,  suspensions are  not  providing  that mechanism.

[Sections 8.30–8.32]

The  Department  agrees  that  a  period  of suspension  can  provide  an  opportunity  for reflection. However, learning effectiveness is often lost well before the point of suspension. New IT arrangements for collating data will highlight  repeated  incidents  quickly  and schools will be able to use this information for  appropriate  and  proactive  interventions such  as  Personal  Behaviour  Plans  to  be developed.

8

Finding 8:

The  process  for  issuing  work during  periods  of  suspensions needs  to  be  improved  and standardised  across  all  schools. The  Sub-Panel  was  pleased  to note that this was recognised as an area for improvement by the Department of Education, Sport and Culture and commends the provision  of  an  alternative location for looked after children who are suspended from school. [Sections 9.1–9.9]

Homework is addressed in the new policy.

It is reassuring that the Panel has recognised the effectiveness of the separate provision for looked  after  children  during  periods  of suspension  and  the  efforts  that  have  been made to meet their individual needs.

9

Finding 9:

High levels of parental support are  vital  to  the  success  of  the suspension process.

[Sections 10.1–10.14]

Agreed – Parental support is crucial.

10

Finding 10:

The policy on contacting parents regarding  the  issuing  of suspensions has not always been implemented consistently. [Sections 10.1–10.14]

Schools  have  been  advised  of  their responsibilities in  this respect.  Expectations are set out clearly in the new policy.

11

Finding 11:

Parents  may  be  reluctant  to exercise their rights, or may be unaware of them. Some parents may  also  be  intimidated  by schools  and  too  daunted  to challenge professionals on issues to  do  with  their  child's education.  As  such,  a  service that helps parents to understand their  rights  and  responsibilities would be one way of avoiding relationships becoming legalistic and confrontational.

[Sections 10.15–10.18]

Parents' rights and responsibilities are set out clearly  in  the  new  policy  and  It  is  the responsibility  of  schools  to  ensure  that parents are made aware of these.

Each  school  has  a  process  which  enables parents  to  discuss  concerns  with  an appropriate  member  of  staff  and,  where  a school  has  a  governing  body,  parents  are made  aware  of  their  right  to  make  a representation to the governors. Where there is no governing body, parents may address any concerns to the Department.

Parents may choose to have someone support them  in  their  dealings  with  a  school.  It  is unclear from the recommendation who would actually  provide  an  advocacy  service  for parents.

12

Finding 12:

It  is  clear  that  Jersey's  current education  structure,  which includes  States  secondary schools,  States  fee-paying secondary  schools,  and  private secondary  schools,  means  that the States secondary schools are required  to  work  with  the majority  of  students  with behavioural  or  learning difficulties.   The  Sub-Panel hopes  that  this  issue  will  be considered  during  the Department of Education, Sport and  Culture's  review  into  the Island's  secondary  education system. [Sections 11.1–11.14]

This will be considered in the context of the Department's  review  of  the  Island's secondary school system.

The current structure supports students of all abilities and special provision has been made within the States Education system for those in need of extra help.

13

Finding 13:

It is of concern to the Sub-Panel that  despite  Jersey  College  for Girls  and  Victoria  College receiving  States  funding, problematic students may still be transferred  to  States  secondary schools.  The  head  teachers  of these  schools  suggested  that such transfers were often in the best  interests  of  these  pupils. This  is  not  acceptable  as  the schools  are  opting  out  of working  with  students  that  the States  secondary  schools  then have  a  requirement  to  educate. This suggests that the States fee- paying  secondary  schools  are not fully meeting their duty of care to such students.

[Sections 12.1–12.4]

Pupils  transfer  between  the  fee-paying  and non fee-paying for a range of reasons. The Department does not accept that there is any evidence to support the view that States fee- paying  schools  are  not  fully  meeting  their duty of care to all their students. The evidence is  that  these  schools,  along  with  the  other provided  schools,  work  hard  to  support  all their pupils.

14

Finding 14:

A  range  of  provisions  exist within  the  education  system  to meet  a  variety  of  needs.  It  is essential for the student and their family  to  be  central  in  the consideration  of  any  moves between schools.

[Sections 12.5–12.12]

Agreed –  The  needs  of  the  pupil  are  the central  factor  in  determining  the  most appropriate school placement.

15

Finding 15:

The Sub-Panel fully supports the recommendation  from  the Serious Case Review for school staff to receive training to assist with  the  identification  of difficult behaviour as a symptom of distress.

[Sections 13.1–13.12]

All  teachers  receive  induction  training  on dealing  with  challenging  behaviour.  A  full training  programme  on  seeing  difficult behaviour  as  an  indicator  of  distress  is underway.

16

Finding 16:

Depending  on  their  condition, suspending students with special educational  needs  could  have severe  implications.  However, the Sub-Panel is concerned that

The Department and schools are fully aware of  the  impact  of  suspending  pupils  with special needs. As emphasized at the scrutiny hearings,  pupils  are  not  suspended  because they  have  a  special  need.  Pupils  who  face

the  statistical  information provided  did  not  enable  us  to establish  whether  students  with special educational needs within mainstream  schools  are suspended.  The  Sub-Panel would  condemn  the  suspension of students for behaviour that is a  result  of  any  special educational needs. Such students require help and support to meet their needs, not suspension. [Sections 14.1–14.22]

suspension  do  so  because  their  behaviour warrants such a sanction. However, a pupil who  has  a  special  need  may  well  be suspended if the behaviour of the pupil places other  people  in  the  school  at  risk.  In  such circumstances, support is provided to help the pupil  understand  the  impact  and consequences of their behaviour.

17

Finding 17:

The  Sub-Panel  welcomes  the fact that during the course of its review  the  Department  of Education, Sport and Culture has put  forward  plans  to  open  a small dedicated unit specifically for  students  with  an  Autistic Spectrum Disorder.

[Sections 14.21–14.22]

This  facility  will  provide  more  broadly  for pupils  with  both  social  communication  and emotionally-based difficulties.

18

Finding 18:

Any  reluctance  to  diagnose learning  or  behavioural difficulties  due  to  funding implications  is  completely unacceptable.

[Sections 15.1–15.12]

Modern educational thinking suggests that it is  more  important  to  address  the  specific needs of the child rather than focusing on the need  for  any  particular  diagnosis. Furthermore the downside of such diagnosis can sometimes be stigmatisation.

19

Finding 19:

Significant  work  needs  to  be undertaken  in  the  Island involving  parents  and professionals  to  remove  any stigma associated with obtaining a  diagnosis  of  any  special educational need.

[Sections 15.1–15.12]

The  negative  implications  of  labelling children are well known. Hence the approach of the Department and schools is to respond to  the  behavioural  issues  to  be  addressed rather  than  the  attached  label.  The Department  works  closing  with  other agencies in this respect.

20

Finding 20:

Numerous parents outlined how appreciative  they  were  of CAMHS  and  the  service  it provides  and  the  Sub-Panel

Agreed.

wishes this to be noted. [Sections 16.1–16.6]

21

Finding 21:

MAST  seems  to  function  well, but  communication  would  be improved  with  the  introduction of  primary  mental  health workers. [Sections 16.1–16.8]

The MAST approach is still in its infancy. Whilst  there  are  no  plans  at  present  to introduce  primary  mental  health  workers there are plans to provide for closer working with schools.

22

Finding 22:

There is a demonstrable benefit in introducing social workers to the Island's secondary schools. [Sections 16.9–16.11]

Social workers are currently being appointed to the remaining secondary clusters.

23

Finding 23:

Police liaison  officers played  a valued  and  positive  role  in  the Island's secondary schools. [Section 16.13]

Agreed.

24

Finding 24:

It is the schools' responsibility to ensure that they are fully aware of  the  home  environment  they are  sending  children  to  when they suspend them.

[Sections 16.14–16.15]

It  is  unrealistic  for  the  schools  to  be  fully aware of the home environment of every child unless the family is already known to other agencies. However, where schools are aware of difficulties at home, it is important this is factored into any decision about suspension.

25

Finding 25:

The Sub-Panel fully supports the recommendations  from  the Serious Case Review for greater liaison  between  designated teachers  for  child  protection  in schools  and  the  Education Department,  in  addition  to improved  liaison  between Education  and  the  Children's Service.

[Sections 16.1–16.15]

This is already underway with better training initiatives for Child Protection. A new Island- wide  training  initiative  will  bolster  this further.

26

Finding 26:

Education  should  be  seen  as investment  and  not  as

Agreed.

expenditure.  Cuts  to  school budgets are likely to ultimately end up costing society more in the  long  run,  and  leading  to increased  pressure  on  other budgets.

[Sections 17.1–17.5]

27

Finding 27:

The  Sub-Panel  welcomes  the review  of  secondary  education by the Department of Education, Sport  and  Culture,  and  looks forward to receiving its report in June 2010. [Sections 17.1–17.5]

This  report  is  dependent  on  a  number  of reviews which have yet to be finalised. It is now likely the report will be delivered in the autumn term.

28

Finding 28:

Although only briefly considered during  the  course  of  the  Sub- Panel's  review,  based  on  the comments  received,  league tables  would  not  be  a  useful introduction  to  the  Island's educational  system.  The  Sub- Panel  accepts  the  need  for transparency and accountability, but  this  needs  to  be  balanced against the impact of any such introduction.

[Sections 17.6–17.9]

This  recognition  is  welcome  given  the findings of research into the damaging effects of leagues tables in other jurisdictions.

Recommendations

To

Accept/ Reject

Comments

Target date of action/ completion

1

Recommendation 1:

Standardised training should be provided to head teachers and  all  frontline  staff including  teachers  and teaching  assistants,  in  all schools,  on  the  new  policy guidelines  and  the  rationale for them so that all are fully aware of the regulations and how these should be applied.

ESC

Accept

A  training  programme  is currently being prepared to support the delivery of the policy.

Early 2011

This will help to ensure the policy  will  be  applied consistently  across  all schools. [Section 6]

2

Recommendation 2:

The  Department  of Education, Sport and Culture should  seek  to  produce publicly  available  annual statistics  documenting  the number  of  suspensions  that have  occurred  during  each school year. These should be in  a  form  which  provides information  about  the number of pupils suspended, and  their  characteristics, such  as  age,  gender,  any special need and number of times  suspended  as  well  as the  absolute  number  of suspensions. [Section 7]

ESC

Accept

The policy of the Minister is  to  publish  data  that reflects the performance of the  system  rather  than individual  schools. However,  information  is available  about  individual schools  which  is  used  to challenge  and  support practice.  Even  if  schools were not named the fact is that relatively few schools carry the inclusion agenda for  the  whole  Island  and these  would  be  easily recognisable.

Early 2011

3

Recommendation 3:

Dedicated  units  should  be provided  in  all  schools  to enable students to stay on the premises  during  periods  of suspension  but  out  of  the mainstream  classrooms  and therefore not disrupting other pupils.  These  facilities would encourage inclusion if used appropriately and not as sin bins'. They would also allow  head  teachers sufficient  flexibility  to  use the  facilities  as  they  felt necessary.

[Sections 8.4–8.11]

ESC

Reject

Facilities  are  available  in all  of  the  provided secondary  schools  and  a number  of  primary schools.  Headteachers currently  make arrangements  for  some pupils  to  be  internally suspended and kept on the school premises if that is considered  appropriate. However this would not be appropriate for all students as  in  some  cases  they might present a danger to other  students  or  staff. Also,  parents  have  a responsibility  for  their children's  behaviour. Suspension  at  home emphasizes  this  and provides the parent with an opportunity to address it in partnership  with  the school.

4

Recommendation 4:

Any  part-time  timetables need  to  be  initiated  on  the basis that they are in the best interests  of  the  student concerned.  The  reasoning behind  all  part-time timetables  should  be  made clear  so  that  all  parties  are aware of the reasons behind the  introduction  of  such packages.  Any  part-time timetables  being  instigated by  schools  as  a  result  of resource  issues  are  simply not  acceptable.  A  clear timetable  for  returning  to full-time  lessons  also  needs to be provided.

[Sections 8.15–8.29]

ESC

Accept

Already  individualised programmes which include periods  of  time  out  of school  have  to  be  shared and  accepted  by  the School's  Educational Psychologist.  Extended programmes  have  to  be submitted and accepted by the  Principal  Educational Psychologist,  acting  on behalf  of  the  Director  of Education,  Sport  and Culture.  A  clear  set  of targets  highlighting  the return to full time school based  learning  is  part  of the required individualised programmes.

N/A

5

Recommendation 5:

Consideration  should  be given  to  extending  the provision  for  looked  after children  at  the  Alternative Curriculum site for students with frequent suspensions, to ensure that they are still able to access education. [Sections 8.15–8.29]

ESC

Accept

There is a long-established process  of  support  for looked  after  children students'  who  are suspended. The number of looked  after  students suspended  determines  the size  of  the  facility.  To broaden  its  remit  could lead  to  more  children being  excluded  from mainstream schools.

N/A

6

Recommendation 6:

Alternative ways of working with  students  who  are frequently  being  suspended need  to  be  established. Getting  to  the  root  of problem  behaviour  is essential  and  any  diagnosis needs  to  be  followed  with appropriate  methods  of intervention.  Whether  this includes  the  provision  of units  on  site,  adapted

ESC

Accept

Alternative  ways  are continually  sought  and implemented.  There  is ample  evidence  of  this across  schools.  However, the root of the problem is not  always  within  the learning  domain  of  the school.  Poor  or unacceptable  behaviour does not occur in isolation. The  way  forward  is  to

Ongoing

timetables  or  alternative educational  initiatives  and practical  qualifications, serious  consideration  needs to be given to getting to the root  of  the  problem,  rather than  continually  issuing suspensions  to  the  same students.

[Sections 8.30–8.32]

consider  all  the contributory  factors  and develop  individual programmes  rather  than label  a  child  and  place them in a unit.

7

Recommendation 7:

If  a  student  has  been suspended  as  a  result  of assaulting  a  teacher,  the teacher  should  not  have  to face that student again in a classroom  situation  unless the  issue  has  been  fully resolved  with  collective input from all involved in the incidents. [Section 8.33]

ESC

Accept

Agreed. It is important that the  process  takes  account of the views of all parties.

Ongoing

8

Recommendation 8:

All schools need to set work for  suspended  pupils  as  a matter  of  course.  The Department needs to ensure that this practice is occurring consistently  by  putting  in place  a  central  monitoring element  within  the suspension  process. However,  the  Sub-Panel accepts that in some cases it may  be  necessary  for  the head  teacher  to  use  his/her discretion to decide whether the  setting  of  work  is appropriate.

[Sections 9.1–9.9]

ESC

Accept

This  is  already  a requirement  which  is restated in the new policy. Work to be undertaken out of school is now set as a matter of course in a high proportion of cases.

Ongoing

9

Recommendation 9:

Parents  need  to  be  made aware that the school should set  work  for  suspended pupils.  Parents  also  should be reminded that they need to  ensure  this  work  is

ESC

Accept

Agreed, Parents should be an  integral  part  of  the processes.

Ongoing

completed. [Sections 9.1–9.9]

10

Recommendation 10:

The  Department  of Education, Sport and Culture should  bring  forward legislation  as  a  matter  of urgency requiring a parent or guardian  to  attend  a reintegration  meeting following  a  period  of suspension.

[Sections 10.1–10.14]

ESC

Reject

The  Department  is  not convinced  that  legislation is  an  appropriate  or necessary way forward but will investigate further.

11

Recommendation 11:

The Sub-Panel is pleased to note  that  it  has  received confirmation  from  the Department  of  Education, Sport and Culture that under the  new  guidelines  all  the suspension  letter  templates will  be  available  to  all schools  in  Polish  and Portuguese, and recommends that  this  should  further include  the  suspension policy itself.

[Sections 10.1–10.14]

ESC

Accept

Steps  can  be  taken  to ensure this is the case.

September 2010

12

Recommendation 12:

The  Department  of Education, Sport and Culture should  issue  revised guidance  to  parents  about their  rights  and responsibilities  under  the school system.

[Sections 10.15–10.18]

ESC

Accept

This is now covered in the reply  letter  templates provided  for  each  school within the new policy.

September 2010

13

Recommendation 13:

An  independent  parent advocacy  service  should  be established  as  a  matter  of urgency  to  ensure  that parental  rights  are  upheld, including  provision  of

ESC

Reject

It is unclear who the panel assumes  would  take responsibility for this.

support  with  appeals.  Full details of this service should be sent to all parents. [Sections 10.15–10.18]

14

Recommendation 14:

Parenting workshops should be established in all schools. [Sections 10.15–10.18]

ESC

Reject

All schools have access to parenting  workshops through the Bridge if there is a demand.

15

Recommendation 15:

Closer working and sharing of expertise between special and  mainstream  schools needs  to  be  developed  to provide  reintegration  to mainstream  schools  where possible  and  where appropriate. [Section 12]

ESC

Accept

Much  has  already  been done  in  this  area  with additional  support provided  over  the  last 4 years.

All  the  specialist  schools and  provisions  have outreach services with the exception  of  one.  This school  is,  however, continually  developing  its own inclusion processes so that  students  entering  are aware that placement there is  not  necessarily permanent  and  that reintegration  to  a mainstream  school  is  the ultimate aim.

Ongoing

16

Recommendation 16:

The  Sub-Panel  strongly recommends that all teachers and  teaching  support  staff should  receive  the  SPELL training raising awareness of Autistic Spectrum Disorders as a matter of course. [Sections 13.9–13.14]

ESC

Reject

Training  is  already provided for teachers and teaching  assistants  in schools  which  support specific  provisions  for children  on  the  autistic spectrum. This is ongoing.

17

Recommendation 17:

The  Department  of Education, Sport and Culture should  introduce  regular training  for  teachers  and

ESC

Reject

This  is  part  of  current practice  for  Newly Qualified  Teachers  and Graduate Teacher Training

teaching  support  staff  to assist  them  with  working with students with emotional and behaviour difficulties as well  as  behaviour management  training.  The Department should also keep central  records  of  training attendance. [Section 13]

staff.  It  is  for  schools  to retain  the  professional development  records  of their staff.

18

Recommendation 18:

The  Department  of Education, Sport and Culture should  issue  revised guidelines  to  schools  with regard  to  working  with students  with  special educational  needs. Wherever  possible  these students  should  have  the opportunity to spend time in a specialised provision rather than  being  suspended.  In addition,  the  Department should  make  available  to parents a list of schools with specialist  expertise  in learning, communication and behavioural difficulties. [Section 14]

ESC

Reject

This model does not meet with  current  practice which is around trying to ensure  that  pupils  can access and be supported in their local school.

19

Recommendation 19:

Efforts need to be made by the  Departments  of Education, Sport and Culture and  Health  and  Social Services  to  ensure  that  any misconceptions  regarding the  reason  for  parents  not receiving diagnoses of their children's  needs  are addressed. [Section 15]

ESC & H&SS

Accept

In  a  co-working  capacity this is reasonable.

H&SS

20

Recommendation 20:

Any records of need should be  in  place  at  the  earliest possible  opportunity  to ensure  students  are  able  to access  the  full  range  of

H&SS

Accept

Accepted.

Early 2011

resources available to them. [Section 15]

21

Recommendation 21:

Primary  mental  health workers  should  be introduced to provide a link between  schools  and CAMHS.

[Sections 16.1–16.8]

ESC & H&SS

Accept

This  would  be  welcome providing  the  resources were  targeted  at  the appropriate tier of need. It would  obviously  require additional resources.

H&SS

22

Recommendation 22:

Funding should be provided for dedicated social workers for each of the Island's four 11–16 secondary schools as a matter of urgency. [Sections 16.9–16.11]

ESC & H&SS

Accept

This  has  been  done through  the  Williamson recommendations.

September 2010

23

Recommendation 23:

Consideration  should  be given  to  a  representative from  the  Comité  des  Chefs de Police sitting on MAST. [Section 16.12]

ESC & H&SS

Accept

This  needs  further consideration.

Early 2011

24

Recommendation 24:

All secondary schools should have  access  to  a  dedicated police liaison officer. [Section 16.13]

ESC & HA

Accept

This  would  be  supported by ESC.

HA

25

Recommendation 25:

If  there  are  any  concerns regarding  a  suspended student's home environment, s/he should spend periods of suspension at the Alternative Curriculum provision in the same  way  that  this  process operates  for  looked  after children.

[Section 16.14–16.15]

ESC & H&SS

Accept

This  needs  further consideration.

Early 2011