Agenda item

DONCASTER LEARNING DGT THEME

Prior to Cabinet’s deliberation, the Committee gave consideration to the Behaviour Improvement Programme in line with phase 2 of the Children’s Commissioning Programme (February 2017-August 2018).

Members received a presentation and were informed that Doncaster had one of the highest rate of fixed term exclusions in the UK and was rising sharply, despite the Local Authority supporting schools to prevent this, therefore improving the position was a key priority of the Doncaster Learning Together Inclusion Programme and Children and Young People’s plan.

The overall aims of the Behaviour Review were as set out below and Members addressed how they could be achieved and how the Local Authority would support it.

·       To support and challenge schools to improve mainstream provision and prevent exclusion;

·       To ensure that educational provision in the Council’s specialist settings is of a high quality and meets the needs of learners;

·       To put in place a continuum of provision at all levels that prevents the social cost of the current situation, ensuring that young people are safe, engaged and able to access meaningful futures;  and

·       To build a high level of ownership and capability in mainstream settings.

Throughout discussions Members expressed that the children of Doncaster must be safeguarded and nurtured in their community as much as possible whilst also ensuring our schools were fit for purpose.  It was also stressed that schools needed to take more responsibility with challenging attendance practices.

Pupil Referral Unit (PRU) – It was recognised that there was a greater demand at the current time and recognised that some children were spending their whole school life in a PRU.  This was not necessarily providing the best outcomes for that child/young person and required improved management, and through Big Picture Learning would provide an enhanced and improved model for better learning.

Patterns of exclusion – Where there were distinct patterns and areas of concern, the Local Authority would contact the Regional Education Commissioner and an example of a recent concern regionally was highlighted to the Committee where provision and support would be challenged.

Systems leadership and management of the pathway – Members addressed the 3 options that had been presented to the mainstream sector relating to how other areas in the country managed the behaviour pathway, and the “mixed economy” model whereby some resources were refocused towards outreach whilst ensuring that the delivery model anticipated specific need more effectively.  It was stressed that extreme models would not be appropriate with the Local Authority undertaking a quality assurance role including challenge.  It would be the responsibility of schools to provide alternative provision if mainstream was not the most beneficial for a pupil.  It was suggested that the Local Authority could provide a commissioning framework that schools could purchase.

Violence in schools – In response to concerns and examples with regard to the under reporting of violence towards staff in school, it was recognised that there were many behavioural issues in schools, but safeguarding and the duty of care for both pupils and staff was imperative.  It was emphasised that the model proposed did not advocate violence again teachers and it was the management of schools that should provide protection again this.  A Member reminded colleagues that with regard to this issue and the non attendance of pupils, School Governors should also be holding the Headteacher to account.

RESOLVED:  that the recommendations for consideration by Cabinet on 10^th April, be supported.