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Agenda item

School Behaviour Policies (Draft Scoping Report) (20.55)

To consider and agree proposals for the in-depth review of school behaviour policies to be planned by the Commission.

 

(TO FOLLOW)

Minutes:

6.1  An outline scope of the Commission’s proposed review of school behaviour policies was presented to facilitate a discussion so that members can agree:

·  The aims and objectives of the review;

·  Local stakeholder and key contributors for the review;

·  Proposed actions to consult and involve.

 

6.2 The following comments were noted from members of the Commission to support the review:

 

Cllr Troughton - it was disappointing that DfE guidance was still using outdated terms such a ‘misbehaviour’ and ‘good behaviour’ which are value laden, especially when behaviours were about the needs of the child.  It was suggested that the review could help ‘move the dial’ around to more progressive terminology such as unwanted behaviour, or behaviour that impacts negatively on other people (i.e. descriptive rather than value behaviour).

 

Cllr Sizer -  in respect of the special needs aspect to this review, it will be important to assess the role of EHCPs, to test the association between good plans which have been fully implemented and those that have not and how this impacts on behaviour of children in school.

 

Cllr Conway - one of the biggest challenges for this review is to make sure that the voices of parents and children are heard and reflected in the narrative of the work and its outcomes.  Likewise, engaging schools in this process will also require careful consideration.  It was important to have engagement from local stakeholders, so that the Commission can get ‘buy-in’ from local stakeholders.  The voice of young people should sit front and centre of this review

 

Cllr Gordon - the context and need for this work was clear.  It would be helpful to incorporate a review of the evidence base and conduct a literature review of this area to start off and to identify experts who can contribute to this investigation. 

 

Cllr Conway -  it was agreed that a literature review would help to identify from the evidence base what works, noting that this will need to explore definitions of ‘works’, that is, the possible range of outcomes from behaviour policies (children performing well, feeling safe, low exclusions etc.)

 

Cllr Binnie-Lubbock -  it is rather disturbing to note that within the national survey, that over half of children did not feel safe everyday they went to school and the impact that this may have on pupils and their learning.  The review should examine this aspect of school behaviour policies.  In terms of buy-in from schools, it would be useful to understand if there have been any legal challenges to school behaviour policies or other ways of effecting change.  It would also be helpful for the review to clarify what behaviour policies look like from a parental perspective and how this figures in wider determinants of school choice for their child.

 

 

Cllr Conway - in respect of the above, it was noted that there is a legal challenge going through the courts at present which may allow parents of excluded children to claim legal aid. Legal perspectives in this review would be helpful.

 

Cllr Young - the review should be more explicit about the role of school behaviour policies as a tool for identifying needs, and how these can be used to deliver support to pupils rather than punishment.  How is the balance addressed in school behaviour policies?  Would it be possible to look at the views of children who have been through the school behaviour system and come through it and to have their reflections.

 

Cllr Conway - it would also be informative to understand what local parenting programmes are teaching and how these reconcile with the ethos and principles of local school behaviour policies. 

 

Cllr Troughton - Schools step-in when there are issues, but there should be more guidance and practical support for parents.  Maybe the review could reflect on the role of the children and family hubs as these will assume a more prominent role in parenting support once established?

 

Cllr Laudat-Scott - It will be important to include school staff in the broadest terms, as behaviour policies are implemented by non-teaching staff as well as teaching staff and school leaders.

 

Cllr Sizer - parenting from the adoption community will be trauma informed and therapeutic, but there is not a one size fits all parenting philosophy but this is very broad.

 

Cllr Suso-Runge -  the review should also seek to involve governing bodies as these bodies validate and approve school decisions and make sure that they conform to regulations.

 

Cllr Binnie-Lubbock - it would also be helpful to understand if there are any gaps between the behaviour policies in terms of the written policy document and the implementation of the policies in schools.

 

Cllr Young - in terms of the aims and objectives, it would be important to set out what the expected outcomes and outputs of the review might be in addition to a review report e.g. a model behaviour policy.

 

Chanelle Paul - where there are cases of mental health issues in school whish require CAMHS support, it will be helpful to understand further the schools role in notifications to ensure that this is fully captured locally and to better understand the local picture.

 

Director of Education - it will be important to have a tight set of aims and objectives to avoid mission creep.  There must be some tighter definition of what the review is aiming to achieve in terms of school behaviour policies as this will integral to stakeholder buy-in and achieving change.

 

 

6.3  The comments provided will be used to develop a clear set of aims and objectives, which will be presented to the Cabinet member and senior officers for consultation, and final approval here at the Commission.

 

Agreed: The scrutiny officer will develop the aims and objectives for the review in liaisons with the Commission and, once Cabinet member and officers have been consulted,  create a work schedule for delivery.

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