Inspectors have access to exclusion data from the previous three years to review trends. They will ask schools about current and recent exclusion rates and reasons, as well as patterns among different student groups. Inspectors will examine logs of exclusions and behavior incidents. High or disproportionate exclusion rates can trigger an earlier inspection or behavior-focused inspection. While exclusion is allowed, alternative strategies should be tried first to support student learning and reduce exclusion over time.
Alternative provision: findings and recommendations from Ofsted’s three-year ...Ofsted
This presentation complements ' Alternative provision: the findings from Ofsted’s three-year survey of schools’ use of off-site alternative provision'.
It includes discussion activities for schools, local authorities/partnerships/academy chains and providers.
Read the report: https://www.gov.uk/government/publications/alternative-school-provision-findings-of-a-three-year-survey
Measuring schools and further education and skills providers on learners’ emp...Ofsted
How schools and further education establishments are measured to ensure that young people are fit for work and what regulation needs to be in place to ensure this happens.
A presentation by Marina Gaze SHMI at the East Midlands Skills Summit on 9 June 2015.
Presentation by Paul Brooker HMI, Regional Director for the East of England, to the Annual Vulnerable Groups Conference in Cambridge on 7 February 2017.
Birmingham Catholic Primary Partnership: October 2016Ofsted
Lorna Fitzjohn, West Midlands Regional Director, spoke to the Birmingham Catholic Primary Partnership on Friday 14 October 2016 about: strategic priorities; inspection; schools in the West Midlands; and academies.
Special educational needs and disabilities training and initial teacher educa...Ofsted
Angela Milner, Specialist Adviser for Initial Teacher Education, gave this presentation at the National Association of School-based Teacher Trainers (NASBTT) conference, London
21 March 2017.
Alternative provision: findings and recommendations from Ofsted’s three-year ...Ofsted
This presentation complements ' Alternative provision: the findings from Ofsted’s three-year survey of schools’ use of off-site alternative provision'.
It includes discussion activities for schools, local authorities/partnerships/academy chains and providers.
Read the report: https://www.gov.uk/government/publications/alternative-school-provision-findings-of-a-three-year-survey
Measuring schools and further education and skills providers on learners’ emp...Ofsted
How schools and further education establishments are measured to ensure that young people are fit for work and what regulation needs to be in place to ensure this happens.
A presentation by Marina Gaze SHMI at the East Midlands Skills Summit on 9 June 2015.
Presentation by Paul Brooker HMI, Regional Director for the East of England, to the Annual Vulnerable Groups Conference in Cambridge on 7 February 2017.
Birmingham Catholic Primary Partnership: October 2016Ofsted
Lorna Fitzjohn, West Midlands Regional Director, spoke to the Birmingham Catholic Primary Partnership on Friday 14 October 2016 about: strategic priorities; inspection; schools in the West Midlands; and academies.
Special educational needs and disabilities training and initial teacher educa...Ofsted
Angela Milner, Specialist Adviser for Initial Teacher Education, gave this presentation at the National Association of School-based Teacher Trainers (NASBTT) conference, London
21 March 2017.
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
The days for public school security have arrived, and we, as educators, must take every precaution to protect the health, security, and wellbeing of every member who enters the school’s environment. Providing a safe and healthy environment for all students and employees begins with an increased awareness of school security, safety, and health issues. All individuals within the school should know that security and health are the school’s main priorities. Additionally, school leaders must communicate to every individual within the school that each school employee also bears a personal responsibility for maintaining a safe and healthy school environment.
Presentation from Lorna Fitzjohn, Regional Director, West Midlands at a national education conference for all the system leaders in West Midlands region organised by the Office of the Regional Schools Commissioner.
Page 1 of 8 Rationale The Student Behaviour Manageemelyvalg9
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Page 1 of 8 Rationale The Student Behaviour Manage.docxkarlhennesey
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Approaches To Solve the Problem of Truancy among Secondary School Students in...iosrjce
This study examines approaches to solve the problem of truancy among secondary school students in
Kuala Terengganu, Malaysia. The study investigated school-based interventions, role of teachers and role of
parent teachers’ association in solving truancy. Descriptive survey research design was used where selfadministered
questionnaires wereg iven to 100 teachers and 100 parents in five selected secondary schools
within Kuala Terengganu district. The schools include:Sekolah Menengah Kebangsaan Kompleks Gong Badak,
Sekolah Menengah Kebangsaan Ibrahim Fikri, Sekolah Menengah Agama Khairiah, Sekolah Menengah
Kebangsaan Mengabang Telipot, and Sekolah Menengah Kebangsaan Bukit Besar. The data obtained was
analyzed using the Statistical Package for Social Sciences (SPSS) version 19.0. Descriptive statistics was used
to determine the mean, frequency, percentages and standard deviation of the respondents. The findings of the
study indicated that school-based interventions have a positive impact in solving truancy. Role of teachers was
also found to have a significant impact in solving truancy. However, based on the result, role of parent
teachers’ association was significant in solving the problem of students’ truants’ behaviour. Finally,
recommendations were given to school administrators, teachers and parents
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
The days for public school security have arrived, and we, as educators, must take every precaution to protect the health, security, and wellbeing of every member who enters the school’s environment. Providing a safe and healthy environment for all students and employees begins with an increased awareness of school security, safety, and health issues. All individuals within the school should know that security and health are the school’s main priorities. Additionally, school leaders must communicate to every individual within the school that each school employee also bears a personal responsibility for maintaining a safe and healthy school environment.
Presentation from Lorna Fitzjohn, Regional Director, West Midlands at a national education conference for all the system leaders in West Midlands region organised by the Office of the Regional Schools Commissioner.
Page 1 of 8 Rationale The Student Behaviour Manageemelyvalg9
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Page 1 of 8 Rationale The Student Behaviour Manage.docxkarlhennesey
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Approaches To Solve the Problem of Truancy among Secondary School Students in...iosrjce
This study examines approaches to solve the problem of truancy among secondary school students in
Kuala Terengganu, Malaysia. The study investigated school-based interventions, role of teachers and role of
parent teachers’ association in solving truancy. Descriptive survey research design was used where selfadministered
questionnaires wereg iven to 100 teachers and 100 parents in five selected secondary schools
within Kuala Terengganu district. The schools include:Sekolah Menengah Kebangsaan Kompleks Gong Badak,
Sekolah Menengah Kebangsaan Ibrahim Fikri, Sekolah Menengah Agama Khairiah, Sekolah Menengah
Kebangsaan Mengabang Telipot, and Sekolah Menengah Kebangsaan Bukit Besar. The data obtained was
analyzed using the Statistical Package for Social Sciences (SPSS) version 19.0. Descriptive statistics was used
to determine the mean, frequency, percentages and standard deviation of the respondents. The findings of the
study indicated that school-based interventions have a positive impact in solving truancy. Role of teachers was
also found to have a significant impact in solving truancy. However, based on the result, role of parent
teachers’ association was significant in solving the problem of students’ truants’ behaviour. Finally,
recommendations were given to school administrators, teachers and parents
Multi agency statutory_guidance_on_fgm__-_finalJulia Skinner
The issue of FGM is one that many of our schools has to deal with. This guidance from a multi-agency group sets out the key areas to consider and suggestions for supporting staff and pupils.
1. What information do inspectors have about a school’s exclusions before
an inspection?
Inspectors have access to the school’s latest RAISEonline summary report. For
primary, secondary and special schools, this gives a three-year trend for exclusions,
with three main pieces of information:
permanent exclusions as a percentage of the group
the percentage of pupils (‘enrolments’) who have one or more fixed-term
exclusions
fixed-term exclusions (such as incidents of exclusion) as a percentage of the
pupil group (the number on roll).
What will inspectors ask a school about exclusions?
The School inspection handbook says that, when evaluating the school’s use of
exclusion, inspectors should consider:
all logs that record exclusions, pupils taken off roll, incidents of poor
behaviour and racist incidents
rates and patterns of, and reasons for, fixed-term and permanent
exclusions,1 and whether they fall within statutory guidance and regulations
on exclusions,2 including the number of pupils taken off roll in the last year,
as a result of factors related to behaviour, safety and attendance
any evidence of the use of ‘unofficial exclusion’ or any evidence that a pupil
has been removed from a school unlawfully3 (page 53)
1 This includes patterns of permanent and fixed-term exclusions for different groups of pupils; the
impact on behaviour of fixed-period exclusion and the impact of the school’s work to follow up and
support excluded pupils; the use and impact of internal exclusion; and the typical behaviour of any
pupils who are not in school during inspection.
2 Exclusion from maintained schools, academies and pupil referral units in England, Department for
Education, 2012; www.gov.uk/government/publications/school-exclusion.
3 This may be the case where a child has been sent home for a disciplinary reason and it is not
recorded as an exclusion, or where a pupil is removed from school for non-disciplinary reasons, such
Schools’ use of exclusion – FAQs
November 2014, No. 140170
1
2. Inspectors will ask the school about current and recent exclusions. For example, in
the autumn term of each year, the exclusions data in RAISEonline is over a year out
of date, so inspectors will need information about the last academic year. They will
ask the school what has changed – whether rates of exclusions have gone up or
down – and why. They will also ask about the exclusions of groups of pupils. It is
important that schools know about any patterns or trends and are taking action to put
right any possible inequalities, such as overly high exclusions of pupils with special
educational needs or pupils from a particular ethnic group.
What records will inspectors expect to see?
Paragraph 30 of the School inspection handbook states that, during the notification
telephone call to the school, inspectors should request that a number of documents
are made available at the start of inspection. These include:
all logs that record exclusions, pupils taken off roll, incidents of poor
behaviour and racist incidents
records and analysis of bullying, including racist, disability and homophobic
bullying
a list of referrals made to the designated person for safeguarding in the
school and those that were subsequently referred to the local authority,
along with brief details of the resolution
up-to-date attendance records
documented evidence of the work of governors and their impact.
Inspectors must evaluate the use of any alternative provision, so may request
records related to this aspect (see paragraph 164).
Paragraph 171 also notes that inspectors must look at a small sample of case
studies in order to evaluate the experience of particular individuals and groups, such
as pupils for whom referrals have been made to the local authority (checking how the
referral was made and the thoroughness of the follow-up), disabled pupils and those
as special educational needs.
Schools’ use of exclusion – FAQs
November 2014, No. 140170
2
3. who have special educational needs, looked after children and pupils with mental
health needs.
If exclusions are high, will the school be penalised during an
inspection?
Low exclusions on their own do not mean that a school has good behaviour
management or that behaviour is good. However, high exclusions do mean that a
number of pupils are missing learning time. High repeat exclusions – where the same
pupils are being excluded a number of times – can indicate a lack of other strategies
to manage and improve behaviour. So if exclusions are high, inspectors will explore
this during the inspection. They might ask, for example, about the achievement of
pupils who are frequently excluded, as well as how their behaviour is being improved.
Sometimes, fixed-term exclusions rise for a short period of time when a new
headteacher takes over a school where behaviour is a problem and wants to draw a
‘line in the sand’. Where this strategy works, it is short term and exclusions then fall
as other strategies become more effective. In this situation, inspectors would look to
see if exclusions were falling and what other strategies, such as better behaviour
management in the classroom, improved teaching or support for pupils with special
educational needs, were being implemented.
Can high exclusions trigger an inspection?
Exclusions are considered as part of the risk assessment process, where Ofsted
decides when schools should be inspected. If a school’s permanent or fixed-term
exclusions have risen sharply or have remained high over time, or if there were
disproportionate exclusions of a particular group of pupils, Ofsted will consider
bringing a school’s inspection forward. Exclusions are also considered when deciding
whether a school needs an unannounced behaviour inspection.4 The rate of repeated
exclusions, not just the overall number, is an important factor, as is the exclusion of
groups of pupils such as those eligible for the pupil premium.
4 Unannounced behaviour inspections: guidance for inspectors 140033), Ofsted, September 2014;
www.ofsted.gov.uk/resources/unannounced-behaviour-inspections-guidance-for-inspectors.
Schools’ use of exclusion – FAQs
November 2014, No. 140170
3
4. Isn’t exclusion inevitable in all schools?
Government guidance states that
‘Good schools will have a range of disciplinary measures clearly
communicated to school staff, pupils and parents… In more extreme
cases schools may use temporary or permanent exclusion.’ (page 8)5
So it’s quite clear that schools have the right to use exclusion, following the correct
procedures, where they feel it is necessary, but rates of exclusion in schools vary
widely, including among schools with similar catchment areas.
Isn’t it inevitable that more pupils with special educational needs will be
excluded than others?
No. The rate of exclusion for pupils with special educational needs nationally is
higher than for all pupils – but many good schools buck this trend. When inspectors
look at the rate of exclusion for disabled pupils or those with special educational
needs, they compare it with the rate for all pupils nationally. Schools have a
responsibility under the Equality Act to make ‘reasonable adjustments’ for pupils who
are disabled. This includes those whose disability leads to a behavioural difficulty.
Where pupils with special educational needs are being excluded more than their
peers, inspectors will ask questions about the provision being made for them in
school, both for their learning and to support their behaviour.
Are part-time timetables an acceptable alternative to exclusion?
No. The government’s guidance makes it clear that ‘all pupils of compulsory school
age are entitled to a full-time education’ and that part-time timetables should only be
used ‘in very exceptional circumstances’6. If inspectors find that a school is using a
part-time timetable for a student, they will ask the school to show them the time-limited
plan to enable the student to be reintegrated quickly to full-time education and
5 Behaviour and discipline in schools, Department for Education, September 2014;
www.gov.uk/government/publications/behaviour-and-discipline-in-schools
6 School attendance, Department for Education, October 2014 (revised);
www.gov.uk/government/publications/school-attendance.
Schools’ use of exclusion – FAQs
November 2014, No. 140170
4
5. evidence of the plan’s success. If a pupil needs to be removed from the school for a
period of time for disciplinary purposes, the correct exclusion procedures must be
followed.
Do inspectors look at the use of internal exclusion?
Yes. As with exclusions, inspectors will want to know about rates, patterns and
reasons for the use of internal exclusion. They will evaluate how effectively senior
leaders use this strategy to improve behaviour: For example:
Do the same pupils get put in internal exclusion frequently?
What other strategies are being used to improve their behaviour?
Do pupils frequently end up coming to internal exclusion from the same
lessons?
If so, are teachers being helped to manage the behaviour of groups or
individuals more effectively, as needed?
Will Ofsted look at off-site behaviour units during an inspection? What
will they want to see?
Yes. The School inspection handbook makes it clear that inspectors will evaluate any
off-site provision run by the school or in conjunction with other schools. The
handbook states that
‘an inspector should visit the unit briefly to assess safeguarding
procedures, the quality of teaching and how effectively the unit helps to
improve pupils’ behaviour, learning and attendance’ (page 24).
Inspectors will choose the best methods to find the information they need, but are
likely to look around the unit, speak to key staff about safeguarding, teaching and
achievement, observe learning in lessons, look at key documents – particularly about
behaviour and safety – and talk to students.
Schools’ use of exclusion – FAQs
November 2014, No. 140170
5
6. evidence of the plan’s success. If a pupil needs to be removed from the school for a
period of time for disciplinary purposes, the correct exclusion procedures must be
followed.
Do inspectors look at the use of internal exclusion?
Yes. As with exclusions, inspectors will want to know about rates, patterns and
reasons for the use of internal exclusion. They will evaluate how effectively senior
leaders use this strategy to improve behaviour: For example:
Do the same pupils get put in internal exclusion frequently?
What other strategies are being used to improve their behaviour?
Do pupils frequently end up coming to internal exclusion from the same
lessons?
If so, are teachers being helped to manage the behaviour of groups or
individuals more effectively, as needed?
Will Ofsted look at off-site behaviour units during an inspection? What
will they want to see?
Yes. The School inspection handbook makes it clear that inspectors will evaluate any
off-site provision run by the school or in conjunction with other schools. The
handbook states that
‘an inspector should visit the unit briefly to assess safeguarding
procedures, the quality of teaching and how effectively the unit helps to
improve pupils’ behaviour, learning and attendance’ (page 24).
Inspectors will choose the best methods to find the information they need, but are
likely to look around the unit, speak to key staff about safeguarding, teaching and
achievement, observe learning in lessons, look at key documents – particularly about
behaviour and safety – and talk to students.
Schools’ use of exclusion – FAQs
November 2014, No. 140170
5