I AM the head teacher of a larger than average primary school, which currently caters for 445 pupils.
The school is set in the midst of an area recognised nationally for its significant deprivation.
We also have a higher than average number of pupils with special educational needs (SEN). Last year half our Year 6 pupils (ages 10 to 11) had additional educational needs, included learning disabilities, autism, Prader Willi, Asperger's syndrome and physical disabilities. In fact I have led and managed schools for those with behavioural, emotional and social difficulties (BESD) for more than 11 years.
In the past, behaviour was a real cause for concern at Netherfield, with exclusions occurring frequently. So this was a really important area for us to focus on.
In October 2009, when there were 124 children on the SEN register – 38 with BESD needs – we set up nurture groups.
In these groups, teaching staff aim to help pupils with their social and emotional development, alongside their academic work, and provide a positive link between school and the home.
All children who attend the nurture groups register and complete 'wake up' work with their mainstream class each morning. They are then collected by the nurture staff and taken into the classroom.
Ready on their desks are their basic skills exercises. Children complete their basic skills and are supported to reflect on and evaluate their progress before assessing whether they have achieved their targets for that session.
Together, pupils then make breakfast (tea and toast) for the group, with each child taking a role with responsibility. The aim is to work effectively together while respecting and understanding the importance of each team member.
After breakfast, children move into curriculum learning where the basic skills are practised across a range of different contexts. Behaviour targets, along with academic targets, are regularly visited, and the social and emotional aspects are discussed at every opportunity.
We have clear evidence that by supporting young people in this way, we avoid social exclusion, avoid exclusion from school and, indeed, accelerate progress in securing better life chances.
Many children continue to be excluded from school; often it is those who are most vulnerable due to other reasons, and so not being at school exacerbates potential safeguarding concerns, concerns around progress.
Schools need to be flexible places of support, meeting the needs of the communities in which they are placed.
They need to facilitate excellent outcomes for all involved – high achievers academically, and high achievers in what is so often perceived as not academic areas.
Everyone must be given that chance to be successful in life; exclusion does not authentically support this; creative approaches, inclusive approaches do.
