Uk Perspective of Drop Out

UK perspective of Drop out
Bill Jerman
Executive Head at Carlisle
and Hampton Hill Federation
www.2young2fail.com - info@2young2fail.com

What does drop out include?
What does the data show?
What are the key issues?
What has and is being done about it?
• School refusal
• Exclusions

Drop out is used in the UK to refer to a range of positions on a
dimension of disengagement: from the detachment of pupils in
full time education from the education offered to them, to
pupils` exclusion from school on a fixed term basis and pupils`
permanent exclusion from school.
Disengagement from full time education depending on how it is
defined and measured can account for between one fifth and
one third of the total population of 14 to 16 year olds.

Disengaged from school but not education
Pupils have a negative attitude towards school, face
challenges with school discipline, likely to play truant yet have
aspirations for continuing with education. Main risk factor is
ethnicity with Black Caribbean students at highest risk.
Disengaged
Pupils who have no interest in school and education generally.
Most would find themselves in year 12 being NEET(not in
education, employment or training) or having a job with no
training. Main risk factors are ethnicity and socio-economic
background with white working class young people at greatest
risk

Pupils views of factors
contributing to disengagement
• The structure of lessons in school
• Low level of activity in lessons
• Relations with teachers and other staff
• Own difficulties with behaviour and anger management
Other relevant factors
• Home issues - aspirations, expectations, behaviour
• Peer pressure
• Parental experience of education
• Communications between schools

School refusal
• School phobia-School refusal.
• Anxiety disorder usually following illness, holiday, new school or
stressful family event.
• Studies suggest that family functioning will impact eg separation
from mother in early childhood, being a young carer.
• Fear of failure, violence, bullying.
• Same rates for boys and girls-highest rates between 5-7 years
and 11-14 years.
• Could be between 1%-5% of pupils at some point.
• Symptoms
• Treatments

Exclusions
• In 2012/13 there were 5170 permanent exclusions and
304370 fixed term exclusions.
• Illegal exclusions.
• Persisting patterns of inequality
• Risk factors-
• SEN pupils six times more likely to be excluded compared
with non SEN PUPILS
• Boys three times more likely to be excluded than girls
• Black Caribbean, Gypsy, Roma and Irish travellers four
times more likely to be excluded than non ethnic minorities

National responses
• The pupil premium
• Independent Review Panels
• Exclusion responsibilities
• Conversion of Pupil Referral Units
• Raising Participation Age
• Special educational needs policy
• Mental health –Place2Be
• Teacher training.

A school led system
• National teaching schools
• National leaders of education
• Local leaders of education
• National leaders of governance
• School Direct alliances

National Teaching School Alliances
As well as offering training and support for their alliance themselves,
Teaching Schools will identify and co-ordinate expertise from
their alliance, using the best leaders and teachers to:
1.lead the development of a school-led ITT system, either through
School Direct or by securing accreditation as an ITT provider.
2.lead peer-to-peer professional development
3.identify and develop leadership potential
4.provide support for other schools
5.designate and broker Specialist Leaders of Education (SLEs)
6.engage in research and development

Thank you
I am really happy to pass on further
details of the school led system and it`s
impact on schools, staff and young
people.

Uk Perspective of Drop Out

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