Acknowledgements |
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i | |
Preface |
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iii | |
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xi | |
Introduction |
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1 | (4) |
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Chapter 1 Exclusion facts and figures |
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5 | (14) |
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What is the data on exclusions telling us? |
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5 | (2) |
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What does experience tell us? |
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7 | (7) |
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8 | (1) |
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8 | (1) |
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Children claiming free school meals |
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9 | (1) |
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Children with additional needs |
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9 | (2) |
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Children from Gypsy, Roma and Traveller backgrounds |
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11 | (2) |
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Children from Black and minority ethnic (BAME) backgrounds |
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13 | (1) |
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What is happening to excluded children? |
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14 | (1) |
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What are those in power doing about it? |
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15 | (4) |
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Chapter 2 The legalities of exclusion |
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19 | (8) |
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19 | (1) |
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In what circumstances can a child be excluded? |
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20 | (2) |
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22 | (1) |
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Variations and grey areas |
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23 | (4) |
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Chapter 3 The school's view: inclusion versus exclusion |
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27 | (14) |
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Varying degrees of tolerance |
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27 | (2) |
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Exclusion is not the solution |
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29 | (1) |
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30 | (2) |
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The critical role of communication |
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32 | (3) |
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Characteristics of inclusive schools |
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35 | (3) |
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SEND provision in mainstream education |
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38 | (3) |
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Chapter 4 A view from the PRU: after the exclusion |
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41 | (10) |
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The nature of PRU placements |
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41 | (1) |
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Drawn to the most vulnerable |
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42 | (1) |
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Behaviour policy: rewards and sanctions |
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43 | (1) |
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44 | (4) |
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48 | (1) |
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49 | (2) |
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Chapter 5 The child: `that kid' |
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51 | (12) |
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52 | (2) |
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Defending children's rights |
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54 | (2) |
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56 | (2) |
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Listening to children's voices |
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58 | (2) |
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60 | (3) |
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Chapter 6 The parents' view |
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63 | (14) |
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64 | (2) |
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66 | (1) |
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67 | (1) |
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A parental view of the PRU |
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68 | (1) |
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Getting a diagnosis and support |
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69 | (2) |
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Understanding the legalities |
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71 | (2) |
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Parents' support checklist |
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73 | (4) |
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Chapter 7 Behaviour or complex need? |
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77 | (22) |
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Accessing the right support promptly |
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77 | (1) |
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Following statutory guidelines |
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78 | (6) |
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Communication and interaction |
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80 | (1) |
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81 | (1) |
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Social, emotional and mental health |
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82 | (1) |
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Sensory and/or physical needs |
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82 | (2) |
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The importance of early intervention |
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84 | (4) |
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88 | (7) |
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91 | (2) |
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93 | (1) |
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94 | (1) |
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95 | (1) |
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Assessing complex needs: a practical checklist |
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95 | (4) |
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Chapter 8 Spotting the signs of underlying needs |
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99 | (16) |
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Speech, language and communication needs (SLCN) |
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99 | (2) |
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100 | (1) |
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Autistic spectrum condition (ASC) |
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101 | (5) |
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103 | (3) |
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Sensory processing disorder (SPD) |
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106 | (2) |
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107 | (1) |
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Attention deficit hyperactivity disorder (ADHD) |
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108 | (7) |
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109 | (6) |
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Chapter 9 Addressing mental health and wellbeing |
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115 | (8) |
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The prevalence of mental health issues |
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115 | (1) |
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Accessing the necessary support |
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116 | (4) |
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Mental health is not just important for pupils |
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120 | (3) |
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Chapter 10 Holistic approach |
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123 | (14) |
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123 | (3) |
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126 | (2) |
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128 | (1) |
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129 | (8) |
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Conclusion: the journey so far and a view towards the future |
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137 | (10) |
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Speaking out and getting heard |
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137 | (2) |
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139 | (4) |
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A 10-point manifesto for preventing exclusion in primary and secondary schools |
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143 | (4) |
Bibliography |
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147 | |