The request sought information on effective school governing bodies and student behaviour reports from the Beamans Review. The Department of Education provided data on governor numbers and the 2019 behaviour report (with redactions) but confirmed it did not hold information on specific 'notable exception' governing bodies or related email correspondence.
Key Facts
The Department does not hold information identifying the 'notable exceptions' of governing bodies mentioned in the Beamans Report.
Information on the number of governors per school broken down by category was provided.
A copy of the 2019 student behaviour report was provided but contained redacted personal information.
No email correspondence between the Department and schools regarding the behaviour report was found in Department records.
Schools were contacted to verify email correspondence, with most confirming none existed.
Data Disclosed
2020-10-05
2020-10-30
3 November 2020
Friday 6th November
page 53
Page 110
2019
section 25
Article 5
Article 6
case_id: 1501165
96 pages
3 documents
Exemptions Cited
Section 25 of the Freedom of Information Act (absolutely exempt personal information)
Article 5 of the General Data Protection Regulation (data protection principles)
Article 6 of the General Data Protection Regulation (conditions for lawful processing)
Original Request
The recently published Beamans Report (Review of DESC Management and Governance Arrangements) highlights a number of issues. I seek such information held by the DESC relating to two specific areas highlighted in the report.
Data Tables (82)
Primary School
Education Council Member
Co-opted Governor
Parent Governor
Teacher Governor
Chair of Governors
ESOS Special Needs Governors
MV Appointee
Church Warden Representative
PCC Representative
1
1
1
1
Andreas
1
2
1
1
Arbory
1
3
1
1
Ashley Hill
1
1
1
1
1
Ballacottier
1
2
1
1
Ballasalla
1
1
1
1
Ballaugh
1
1
1
1
Braddan
1
2
Vacant
1
Bunscoill Ghaelgagh
1
2
Vacant
1
1
1
Bunscoill Rhumsaa
1
1
1
1
1
Cronk y Berry
1
2
1
1
Dhoon
1
1
1
1
Henry Bloom Noble
1
3
Currently recruiting
1
Foxdale
1
1
1
Vacant
Jurby
1
2
1
1
Kewaigue
1
1
1
1
Laxey
1
Currently recruiting
1
1
Manor Park
1
1
1
1
Marown
1
2
1
1
1
Michael
1
1
Vacant
1
1
Onchan
1
2
1
1
Peel Clothworkers
1
1
1
1
Rushen
1
1
Vacant
1
1
Scoill Phurt le Morirrey
1
2
1
1
Scoill yn Jubilee
1
3
1
1
Scoill Vallajeelt
1
Vacant
Vacant
1
St Johns
1
1
1
1
St Marys RC
1
Vacant
1
1
1
St Thomas CofE
1
Vacant
1
1
1
1
1
Sulby
1
1
1
1
1
Victoria Road
1
1
1
1
1
1
Willaston
1
1
1
1
Secondary School
Education Council Member
Co-opted Governor
Parent Governor
Teacher Governor
Support Staff Governor
Ballakermeen
2
1
2
1
Castle Rushen
2
1
1
1
Queen Elizabeth II
2
2
1
1
1
Ramsey Grammar
2
Vacant
1
1
1
St Ninian's
2
2
1
1
1
Characteristics of Inclusive Schools
Characteristics of schools who exclude
Leadership and management have embedded
inclusive policies and practices
There exists a good understanding of SEN issues
and how to make appropriate provision
Behavioural issues in pupils are identified at an
early stage, with appropriate support (either
internal or external) applied specific to needs
The school’s SENCO is proactive, has access to,
and provides support for teachers and other
professionals
Parents are fully included in monitoring their child’s
needs
TAs and Teachers working in tandem to plan and
support all learners with high quality provision
Poor leadership and management means a more
didactic teams brought in to take a ‘harder line’
Low or zero tolerance for even minor infractions of
the behaviour policy
A poor understanding of SEN, leading to
identifications of ‘naughty’ and rather than
underlying need
Lack of external support from relevant services or
medical professionals
Children are unable to access mainstream provision
Links between school exclusion and offending behaviour later in life (Scotland)
The cost of exclusion can be seen here in terms of wellbeing, attainment and later offending behaviour,
with recognition that the negative impact of exclusion is cumulative. Children and young people can often
become involved in a negative cycle of exclusion and non-attendance which are very likely to reduce social
capital and significantly impact on later life chances.
Research on the links between exclusion and anti-social/offending behaviour (Scotland)
• In a cohort of 4000 young people who started Secondary education in 1998, one of the most
important predictors of criminal record status was found to be school exclusion by the third year of
Secondary education.11
• A study of the pathways leading to offending of 125 young people in Polmont Young Offenders
Institution found that at least 80% of the young people had been excluded from school.12
• The overarching risk associated with children and young people permanently excluded from school
was found to be social exclusion with associated risks including anti-social behaviour, crime, drug
taking and suicide.13
• Exclusion can be the first step to a life of social exclusion and addictions.14
Based in part on the findings of such studies, the current approach to Youth Justice and preventing
offending by young people in Scotland is based on prevention and early intervention with a focus on
providing appropriate support to divert young people from offending, thereby minimising re-victimisation
and improving their life chances and outcomes. The study in Polmont also emphasised a focus on
promoting creative and individualised tailored approaches to learning for this group of young people, with a
focus on a nurturing and supportive ethos.
working’. Proponents of the ‘School to Prison Pipeline’ metaphor, and correlations between exclusion from
school and offending in Scotland suggest
Whilst the instances of expulsion from all forms of education on the Isle of Man is extremely rare, and
perhaps not even legal, excluding a child permanently from a school is still an option which exists within
current policy and legislation. Elsewhere, the Institute of Public Policy and Research (IPPR) has analysed
data from various public services to map outcomes for excluded children. They found firstly, that
educational outcomes are particularly poor, with only 1% of permanently excluded children achieving 5
good GCSEs. Secondly,
£2.1 billion, in benefits, healthcare and criminal justice costs.21 The research acknowledges that in some
cases, permanent exclusion is an appropriate and proportionate sanction, but that there exist numerous
cases each year where expulsion from education is avoidable. The IPPR has stressed the need for agencies
to work together to ensure the high cost of exclusion does not continue to rise.
‘a centre for juvenile offenders, with a strict disciplinary regime, hard physical exercise, and community
labour programmes’22
Almost all pupils are committed to their school community, are exceptionally proud of it, have a strong
voice in decisions related to their learning and well-being and display leadership skills.23
Moving on to the subject of isolation, whether internal/external, temporary, fixed, or permanent, Bennett
precursors it all by stating
Rt Hon Robert Halfon MP said:
"Today, we face the scandal of ever-increasing numbers of children being excluded and being left
abandoned to a forgotten part of our education system which too often fails to deliver good outcomes for
these young people.
Parents and pupils face a system which isn’t designed for their needs, too often being left to a Wild West of
exclusions with too many pupils in AP who shouldn’t be there, and those who are there not receiving the
right support or the early intervention needed to make a difference to their lives.
During our inquiry, we heard about outstanding provision and dedicated staff, and from pupils who are
thriving in their alternative settings. However, as a Committee we are concerned that this is too variable –
all pupils should be able to experience high quality provision that meets their needs and right to an
education.
From the range of evidence we heard in our inquiry, it’s clear that reform is necessary to make sure that
schools are accountable for these children.”
The Halfon inquiry draws several conclusions (below) on what’s going wrong in some mainstream schools.
As this Isle of Man review has developed, it is clear that some of the findings of this enquiry are similar to
findings from observations of, and work with schools on the Island.
3. The evidence we have seen suggests that the rise in so called ‘zero-tolerance’ behaviour policies is
creating school environments where pupils are punished and ultimately excluded for incidents that could
and should be managed within the mainstream school environment.
13.The Government should encourage the creation of more specialist alternative providers that are able to
meet the diverse needs of pupils with medical needs, including mental health needs.
The first, and perhaps most significant recommendation of the inquiry is also one we draw from this IOM
review
Personalised Learning will enhance opportunities for choice, provide flexible pathways and
increase engagement with parents and carers in order to support an understanding of all
aspects of a young person's development.
England 2016 (State funded Secondaries)
IOM 2016 (5 Secondaries)
Using data on Fixed Term Exclusions (FTE)
Using data on Suspensions
The highest proportion of fixed term exclusions
The highest proportion of suspensions (49 per cent)
(45.7 per cent) lasted for only one day. Only 13.3
lasted for 2 days. 16 per cent of suspensions
per cent of fixed period exclusions lasted for one
lasted for 4 days or longer.
week or longer.
A total of 3408 Schools issued a total of 270,135
A total of 5 Secondary schools issued a total of
fixed term exclusions. The average number of FTE
981.5 Suspension days. The average number of
per school was 79.3 in that year.
suspension days per school was 196.3 in that year.
Overall FTE rate for all state funded Secondaries per
Overall Suspensions rate for all 5 Secondary schools
No on roll was 8.46% (North West 8.67%, Inner
per No on roll was 18.7%
London 7.84%, Outer London 6.38%)
Verbal abuse of a member of staff
1.9
Persistent disruptive behaviour
1.8
Behaviour injurious or dangerous to self/others
2.2
Non-compliance
2
Physical assault against a pupil
2.6
Category
No of suspensions
Looked After Children
5
Children on Child Protection plans
5
Children with Early help and Support (EHAS)
2
Total No of
No of suspended
children with SEN
% of all
No of suspension
suspensions
suspended
days (Children
(Secondary)
children with SEN
with SEN)
98
56
57%
105.5
No of suspended
children with SEN
The Department for Education figures show a 15% rise in the number of pupils expelled from state schools
between 2015-6 and 2016-7, from 6,685 to 7,720.
The expulsion rate is low overall, however, with 0.1% of pupils affected, up from 0.08% the previous year.
The statistics show 83% of permanent exclusions occurred in Secondary schools. This is a rate of about 20
pupils per 10,000.
Persistent disruptive behaviour was by far the most common reason for permanent exclusions and the
category with the most growth.
Fixed term exclusions are also up from 339,360 to 381,865 over the same period (Illustrated in graphs 8
and 9)
Graph 8 – Fixed period exclusions (England 2012/13 – 2016/17)
Graph 9 – Rates of Fixed Period Exclusions (England) 2006/07 – 2016/17
In terms of reasons for fixed exclusions/suspensions (chart 10), the overriding comparison between
England and the IOM is with the extent of disruptive behaviour as an ongoing cause of pupils being
removed.
No of state maintained
Pupils on roll
Total Suspensions
% of suspensions
Secondary schools
2016-17
per pupils on roll
Northern
199
140,550
6805
4.8%
Ireland
IOM
5
5246
619
11.8%
Inclusion recognises the rights of all learners to an appropriate
educational environment that meets their learning needs and celebrates diversity as an integral and
fundamental part of the learning community.
E4L Principle of ‘Personalised learning’ – Personalised learning begins with an in depth understanding of
each learner’s needs, interests and abilities and then seeks to provide responsive, relevant and challenging
opportunities that support them as they progress through their learning journey. It will enhance
opportunities for choice, provide flexible pathways and increase engagement with parents and carers
SSRE Section 2a (Leadership) – There is a strong culture of educational inclusion and all stakeholders are
committed to running an inclusive school which actively promotes equality and diversity
SSRE Section 5b (Guidance and Support) The school comprehensively addresses the priorities outlined in
the IOM Government’s ‘Strategy for Children and Young People’33 for all pupils.
With the absence of any specialist schools or PRUs on the Island, schools are structurally inclusive of all
pupils, and are supported by the Department’s Inclusion and Safeguarding division in all matters relating to
pupils with additional or complex needs. Schools and the ESC work together to plan and coordinate
appropriate pathways for all pupils, and arrange some alternative provision for pupils who are not able to
access all or part of a mainstream curriculum.
Schools can suspend pupils at all stages of the DESC revised suspensions policy and at Level 3 can
recommend a managed move to another school or educational establishment. The policy has been revised
and awaiting final approval as part of this wider review.
In order to assess how far school behaviour policies contributed to the rise in the rate of suspensions
between 2013-2017, and where Isle of Man schools position their practice with regards approaches to
behaviour management outlined previously, it is necessary to compare policies across the 5 schools (Figure
6).
Figure 6 – Comparative Summary of Behaviour Policies of Island Secondary Schools
(September 2018)
Nearly 4500 words i
length
12 recommended
sanction options
4 recommended
rewards options
Policy seeks to ‘deal
with’ poor behaviour
promptly, whilst also
establishing strong
long-term relationships
between staff and
pupils.
Case Study example 2 – (IOM Primary) Willaston Primary School – Behaviour Blueprint
Values
We expect all adults to
Over and above recognition
- Fair
- Respect
- Safe
- Greet every child as you meet them,
and say a positive goodbye
- Be calm, consistent and fair
- Be relentlessly bothered
- Presume the best and listen
- Catch children “doing it right”
- Respect every child
- Smile
- Text home
- Positive post
- Hot chocolate Friday
Stepped sanctions in Private
1. Reminder/support - “I’ve noticed you need some
help…” (identify value)
2. Repeat reminder - reinforce specific value “I’ve
noticed that …(link back to value) by…..” Use micro
script.
3. Space - “I’d like you to take your learning to (your
buddy classroom). Bring your learning back to me at….”
Receiving adult - acknowledge the child, do not
discuss behaviour
4. Restorative conversation this is to be carried out with
the initial adult as soon as possible
5. If child refuses or behaviour persists in buddy
classroom, repeat above and ask child to
have some space in Viking.
Restorative Questions
• What happened?
• What were you thinking when it happened?
• What did you feel inside when it happened?
• How are you now?
• Who else has been affected?
• What do you need to feel better?
• What needs to happen to put things right?
Relentless Routines
All staff to be mindful of:
How we move through school
Ensure the start and end of every day is caring and positive. Finish at 3.15pm.
Respecting environment
the exclusion of a boy with Autism (February 2016) was actually
unlawful. Aggressive behaviour linked to Autism is not covered by the UK 2010 Equality act, and children
who display such behaviour are therefore not treated as ‘disabled’ and are barred from appealing school
exclusion. The judge for the case, which was funded by the Equality and Human Rights Commission,
concluded that:
"In that context, to my mind it is repugnant to define as 'criminal or anti-social' the effect of the behaviour
of children whose condition (through no fault of their own) manifests itself in particular ways so as to
justify treating them differently from children whose condition has other manifestations."
"The Government is fully committed to protecting the rights of children with disabilities, as well as making
sure schools are safe environments for all pupils.
"We will be carefully considering the judgment and its implications before deciding the next steps."37
the message that learning isn’t for them, the class isn’t for them, school isn’t for them, learning isn’t for
them.’49 Both authors advocate several steps schools might wish to take to avoid such a culture
developing;-
Teachers should take account of their duties under equal opportunities legislation that covers race,
disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.
An environment which is caring, inclusive, fair and focused on delivering learning to meet individual needs
will encourage all children and young people to strive to meet their learning potential.
Inclusion is an approach to the curriculum that values all pupils equally and aims to increase participation
by reducing barriers to learning. Inclusion recognises the rights of all learners to an appropriate
educational environment that meets their learning needs and celebrates diversity as an integral and
fundamental part of the learning community.
All Isle of Man Secondary schools seek to uphold the values and principles of E4L and evidence levels of
inclusive practice against SSRE descriptors. There does, however, when data in section two is taken into
account, appear to exist a disconnect between values and current practice with regards the exclusion of
some pupils from the learning process over a five year period.
Much of the language contained within the Island’s approach to education would compare favourably with
the UN’s global sustainable development goal for inclusion in education. Clear references to ‘lifelong
learning’, an ‘equitable and inclusive’ education for all and a commitment to a shared set of values and
beliefs are very much in keeping with E4L. There is a danger however, that some Island Secondary
schools, either in their policy or practice with regards behaviour management, have in the past presented a
very different reality with regards educational inclusion. Encouragingly, this picture is changing.
Low Tolerance/Behaviourist
Restorative/Values driven
RULES AND EXPECTATIONS
- The classroom is the teacher’s space to own, not
the pupil’s.
- Time should be spent at the start of each new
period with new pupils ensuring they understand
class rules and expectations
- Clear rules set clear boundaries, which if crossed,
result in punishment
MOTIVATION AND REWARDS
- Reward good behaviour
- Don’t reward too much, for fear of being seen as
‘soft’ or ‘too nice’ as you may not be respected
- Motivation is already there (extrinsic) in that all
pupils should be ready to learn and respectful of
staff
SANCTIONS AND PUNISHMENTS
- The stick is far mightier than the carrot
- Pupils will do a lot more to avoid a punishment,
than to gain a reward
- Many pupils will only respond to punishment, and
not be minded to respond to reward or recognition
- Always have a system of punishment, one that is
RULES AND EXPECTATIONS
- Must be underpinned by a clear set of values
- Should enable the creation of a learning
environment that is safe and free from disruption
- Should be applied consistently, but consistent in
terms of values, not in terms of doing the same
thing each time, irrespective of circumstances.
Treating children equitably rather than equally.
- What is allowed, stopped, reinforced or ignored
communicates far more to children than a written
set of rules
- ‘Do…….’ Rules and expectations are far more
effective than ‘Don’t…….’ rules. A list of ‘Don’ts…..’
is inevitably incomplete.
- Should be short, simple and memorable
MOTIVATION AND REWARDS
- Recognition of good behaviour is more effective
than rewarding it
- Recognition of progress is more meaningful than
recognizing attainment
- Recognition should reach parents swiftly
- Offering rewards can foster self-interest
- Offering rewards may convey the message that
learning and behaving for their own sake are not
working for two years to come up with a common set of values to help school leaders navigate what the
describe as an education “moral maze”, in which behaviour can be driven by a preoccupation with
results.72 The Association of School and College Leaders (ASCL), who helped set up the commission, has
invited a hundred schools to trial a common values framework, with an ethics forum, meeting several times
a year. The forum will consider the sort of dilemmas leaders face, in the context of the
leadership – to which the commission has added the personal characteristics of trust, wisdom, kindness,
justice, service, courage and optimism. This is already having an impact, with the Chief Inspector of
Schools, Amanda Spielman, a member of the commission, announcing wholesale changes to the Ofsted
framework which appear to signal the acknowledgement of a broader definition of the quality of education.
1. Focus on the quality of form-time and tutors – it affects all pupil outcomes especially attendance.
2. Avoid streaming and minimise setting in key stage 3. Research is unambiguous that streaming
doesn’t improve academic outcomes, but can worsen behaviour for bottom streams.
3. Ensure that any setting that does take place is organised as fairly as possible to avoid any hint of
streaming.
4. Develop a strong "house" system and involve all teaching and support staff. Link it to tutor groups
with competitive team outcomes for attendance, behaviour and agreed extra-curricular activities as
well as the academic. Focus pastoral responsibility on house or year leadership.
5. Identify on entry those whom primary schools say are least likely to cope with Secondary school.
The SLT could adopt three each and have two conversations a week with them in the corridors at
break and lunch time.
6. Staff on break and lunch duty should have several "positive" conversations with different pupils
each time. If pupils haven’t got a worthwhile relationship with at least one adult they aren’t really at
school.
7. Create a coherent rationale for a "second timetable" to cover the one-off days and weeks when the
main timetable is suspended: include at least one residential experience in it. Make sure the
vulnerable take part.
8. Make sure awards assemblies and evenings celebrate a wide range of contributions and
achievements, not just the academic. Instead of asking, how intelligent is this pupil, ask how is this
pupil intelligent?
9. When it comes to the sanctions system have as many levels as possible before it gets to the
ultimate "exclusion". Include "community service in and out of school" as an option before exclusion
and involve parents and guardians early.
Clearly, education has moved on somewhat from the days of corporal punishment, but a similar transition
is now being suggested by many. The transition from a low or zero tolerance approach to behaviour, to
one which values and includes all children, not just those who comply with sets of codified rules. School
leaders on the Isle of Man have an opportunity to pursue positive consistency with regards behaviour, in
the face of some English schools and academy trusts who have actively pursued the opposite, namely a
‘flattening of the grass’ where pupils are routinely herded into large spaces with a few unfortunate pupils
singled out by leadership and disproportionately sanctioned to make a statement.76
In Summary, leadership is very much the key to ensuring pupils on the margins of mainstream education
achieve and are happy in their education. Leaders and their school staff face the challenge of delivering
success, and in a way that acknowledges their educational, and also moral and ethical duty of care for
wider achievement and well-being of pupils. This review would encourage leaders to go about this sizeable
76 More whistleblowers report fear and aggression at ‘flattening the grass’ academy chains – TES News (18th February
2019)
task through a closer alignment to the Island’s education principles, a further embedding of their school
values, and with an unerring commitment to consistency and positive regard for all.
the magic,
the excitement, the emotional engagement, the sense of wonder, and the passion for teaching and learning’.
Teacher, Trainer, Facilitator, Performer and former Secondary school teacher
who has, amongst many other things, co-founded a Street Theatre company. He has worked in a multitude of
educational settings, with a whole range of different learners, from the highly motivated, to the most
challenging and layered pupils. He delivers training on Behaviour, Teacher as Performer, Restorative Approaches
and Learner Engagement.
This is led by Dean Beadle who has toured the UK for ten years sharing his experiences of life on the Autism
spectrum and the positive outlook he takes on his diagnosis. He is also an experienced journalist, having been
published in local, regional, national and international publications. Dean will outline what educational
strategies worked for him as well as which approaches were less effective. The key message of his
presentation is that strong adult-child relationships are the key to everything.
Young person (A-Z)
Issues at School
Knowledge gained in order
to provide learning
opportunities
Strategies/provision
applied
Outcomes (learning and otherwise)
Young Person A
Young person B
Young person C
Frequent behaviour
issues resulting in
removal from learning
and repeated
suspensions
Moderate to serious
behaviour issues
including persistent
disruption, defiance,
verbal and physical
abuse of pupils. Threats
to staff.
Involvement constantly
with social services and
police
Constant stand up
arguments with teachers,
support staff and peers.
As far as we are aware,
Awareness of the family
background of the child,
liaisons with Inclusion and
Safeguarding, Social care.
Understanding of social and
emotional context.
Full awareness of B’s
background and some
research into the family
environment and nature of the
behaviours displayed at the
club and in the community. We
adapt how we work with B
using autistic spectrum
strategies first, but above all
we listen to her and let her
have time to take control of
her emotions.
Awareness of C’s background
and involvement with Youth
clubs earlier in life.
Engagement in supporting
other young people.
Responsibility at events.
Involvement in charity work.
B has supported regularly at
our events and helped out in
numerous club sessions. She
enjoys the responsibility
C became a youth worker
although put on hold to go to
university to become a
lawyer. During her time as a
Skill and application to tasks.
Empowerment in social situations.
Duke of Edinburgh - working towards
bronze award
Growing level of social and emotional
skills in interactions with adults
B can be trusted to assist in a session
and to bring back any problems that
occur in the group. She does have a
good sense of right and wrong. B is
growing in confidence, although we do
have to overcome any setbacks that
happen along the way. B has complete
trust in our judgement. We know
instinctively that if she has any problems
that eventually she will confide in us, but
we just wait and show her as much
understanding as it needs
As a member from a very early age, we
got to know C well, and through this she
learnt to trust us. When her parents split
up we supported her through the
Present youth club
group H School years
8,9,10, 11
unit manager.
Young man with a
diagnosis as autistic,
ADHD and dyslexic in the
special unit and in
mainstream.
Constant behaviour
issues at school
All come from backgrounds
that have members of their
families have either diagnosed
or undiagnosed behaviours, for
example ADHD, Autism or
Asperger’s.
We have worked with this
group since primary and we
turned this into a project to
try and help as many as we
can. It has been very tough
and hard work because the
members either singularly or
together get drawn into the
older groups, but by applying
consistency and not getting
involved in the disputes we
are able to continue to work
with this particular group.
They all want to belong and
they all behave like a family.
my learning difficulties and helped me
progress past that “
We’ve had all members talking to each
other and all agreeing on the different
evenings. We are developing one of
those as structured playing darts, cards
pool and social interaction games. This,
we are hoping, will help them to
transition into the adult social world.
Tuesday evenings are all about food
preparation, and they can develop it
between themselves.
General thoughts on Youth Service Provision
As a team we are working with our members from age eight or below. Quite a few young people attend clubs other than youth club.
We apply consistency, an ear for them to talk to and are non-judgemental.
We give extra time to those that need something, even if it is not in a youth club session. The members feel they can contact us any time. It could be
homework they need support with or it could be personal, most of the time we are available.
The teenagers we have at present need to belong to somewhere. We have prioritised working with the group to see where it takes us and to find answers that
will help future members much earlier.
We are continually adding more structure to the club sessions. The hope is that once structured, we will be able to encourage members from a range of
backgrounds into the clubs.
Teachers report that FAST improves children’s academic performance, attendance and attitude toward
school
45% of parents report improvements in parent to school contact
45% of teachers say they have better relationships with parents
In November 2018, The Education Endowment Foundation reported findings from controlled research into
FAST, which looked, in particular, at to whether it could be effective at improving outcomes for pupils in
England.
The Solihull Approach Parenting Group (also known as ‘Understanding Your Child’s Behaviour’) is a
universal parenting intervention for any parent with a child between the ages of 0 and 18. Parents attend
ten weekly two-hour sessions for groups of twelve parents. Parents identify personal goals and the
strategies that will help achieve them, reflect on their child’s behaviour and their relationship with their
child.
The Solihull Approach emphasises containment, reciprocity and behaviour management. The programme
begins with a home visit, where parents are expected to identify personal goals. Parents then monitor their
progress in relation to the goals originally identified at the first home visit. Parents can be signposted into
more intensive programmes if it is felt that their needs are not being met. Leaders like Jackie Ward, who
have run with Solihull have praised its ability to ‘understand the issues children are facing and to know that
nurturing adults have the power to reverse some of the damage done by poor early nurturing experiences’
(Ward, 2018).
A review conducted for the Early Intervention Foundation’s (EIF) ‘Foundations for Life’ assessment, which
looked at seventy five programmes aimed at improving outcomes through positive parent-child
interactions, found that the Solihull Approach delivered positive outcomes in terms of preventing crime,
violence and antisocial behaviour, at a relatively low cost. A further outcome was reduced anxiety for
children in terms of interactions with parents and school.83
On the Isle of Man, this approach has been used in the past with several schools. They reported that
where there is active parental engagement, the approach has been successful in building more positive
relationships with parents, and using existing school outreach workers, has led to tangible improvements in
behaviour of pupils. The difficulty faced is often that parents do not wish to engage in something which
they perceive as a stigma on their own parenting. One Douglas school in particular has made use of
several sources of outreach and family support, and reported that this has worked most effectively because
the individuals involved have a direct and enduring link with the local community, are well known, trusted
and listened to.84 This interweaving of various levels of support is very much what Louise Riley refers to at
the start of this section, namely outreach workers extending ‘their network of knowledge and expertise
across the wider school community’.
4a – Consider reviewing their approach to educational inclusion using Essentials for Learning, SSRE and
UNESCO 2030 Sustainable Development Goal 4.
4b – Work closely with partner schools and endeavour to build early intervention and behaviour support
programmes using the successful and effective knowledge and practice applied at pupils’ originating
Primary Schools.
Didau, D. (2015). What if everything you knew about education was wrong?. Camarthen: Crown House
Publishing.
Thorsborne, M. and Blood, P. (2013). Implementing restorative practices in schools. Philadelphia, PA:
Jessica Kingsley Publishers.
Ward, J. (2019). On the Fringes. Preventing Exclusion in Schools through inclusive, child-centred, needs
based practice. Camarthen: CROWN House Publishing.
Churches, R., Dommette, E. and Devonshire, I. (2017). Neuroscience for teachers. Camarthen: Crown
House Publishing Ltd.
School exclusion of autistic boy unlawful, judge rules. 14th August 2018.
https://www.bbc.com/news/education-45182213
aims to help them deal ethically with thorny issues like exclusions - and to confront colleagues who do not.
Alternative provision for young people with special educational needs. Local Government Education and
Children's Services Research Programme (2012)
Full Response Text
Corporate Services Division
Department of Education, Sport and Culture
Hamilton House
Peel Road, Douglas
IM1 5EZ
Telephone: (01624) 685808
Website: www.gov.im/dec
Email: dec@foi.gov.im
Our ref: 1501165
3 November 2020
Dear ###,
We write further to your request which was received on 5 October 2020 and which
states:
Your request
"The recently published Beamans Report (Review of DESC Management and
Governance Arrangements) highlights a number of issues. I seek such information held
by the DESC relating to two specific areas highlighted in the report.
1. Governing Bodies
In relation to the conduct of school Governing Bodies, the report states at page 53
that 'There is no doubt that a governing board operating effectively can transform the
running of a school. However, in an Isle of Man context it has long been acknowledged
that with one or two notable exceptions, there are few governing boards that fulfil the
remit as defined in the Articles of Government'.
Regarding this alarming conclusion I request the following:
a) Such information as the DESC holds which identifies those Governing Bodies which
are the 'notable exceptions' in fulfilling 'the remit as defined in the Articles of
Government'.
b) The number of Governors who sit on each school's Governing Body broken down by
category e.g. Education Council Member, Co-opted, Parent Governor, Teacher
Representative etc.
2. Student Behaviour
Regarding student behavioural matters Annex B of the Beamans Report (Ancillary
Issues - Page 110) states 'To look again at the 2019 student behaviour report and its
recommendations to set up a working party and propose a new behaviour plan. To
relate this plan to the needs of the high number of excluded or suspended students.' I
request a copy of the 2019 student behaviour report and any e-mails between the
schools (including their Governing Bodies) and the Department relating to it (whether
before or after the publication of the report)."
Original response (as of 30 October 2020)
Our response to your request is as follows:
Governing Bodies – ‘notable exceptions’
While our aim is to provide information whenever possible, in this instance the
Department does not hold or cannot, after taking reasonable steps to do so, find some
of the information that you have requested. This is because the information detailed in
the Beamans report in relation to the “few governing boards that fulfil the remit as
defined in the Articles of Government” is not held by the Department.
By way of advice of assistance the report was commissioned by the Council of
Ministers and therefore the information requested may be held by the Cabinet Office
and you will need to make a separate FoI request to that office for the information.
Number of Governors
I have enclosed a copy of the information that is held.
2019 Student behaviour report
I have enclosed a copy of the information that is held.
Email correspondence between the Department and Schools relating to the
student behaviour report
While our aim is to provide information whenever possible, in this instance the
Department does not hold or cannot, after taking reasonable steps to do so, find some
of the information that you have requested.
This is because no emails between Schools (including Governing Bodies) and the
Department relating to the student behaviour report have been identified from the
Department’s own records. However in the interests of completeness the Department
has sought details of any such email correspondence from Schools themselves. To
date, those Schools who have responded have confirmed that no email
correspondence has been located, however responses from two Schools are
outstanding. As soon as these remaining schools have responded we will provide an
updated response and aim to provide this by Friday 6th November.
Redacted content
The information received in relation to the 2019 student behaviour report contained
personal information and under section 25 of the Freedom of Information Act
(absolutely exempt personal information) is exempt and has therefore been redacted.
The reasons why that exemption applies are that:
• The Department is satisfied that the information amounts to personal data of which
you are not the data subject; and
• The Department is satisfied that disclosure of the information would contravene one
of the data protection principles as set out at Article 5 of the General Data
Protection Regulation as it applies in the Isle of Man pursuant to The Data
Protection (Application of GDPR) Order 2018, namely that the Department of
Education Sport and Culture can only disclose the information where it would be fair,
lawful and meet one of the conditions for lawful processing in Article 6 and in this
case, none of those conditions have been met.
Updated response
Email correspondence between the Department and Schools relating to the
student behaviour report
While our aim is to provide information whenever possible, in this instance the
Department does not hold or cannot, after taking reasonable steps to do so, find some
of the information that you have requested.
This is because no emails between Schools (including Governing Bodies) and the
Department relating to the student behaviour report have been identified from the
Department’s own records. However in the interests of completeness the Department
has sought details of any such email correspondence from Schools themselves. All
schools have responded and have confirmed that no email correspondence has been
located.
Please quote the reference number 1501165 in any future communications.
Your right to request a review
If you are unhappy with this response to your freedom of information request, you
may ask us to carry out an internal review of the response, by completing a complaint
form and submitting it electronically or by delivery/post.
An electronic version of our complaint form can be found by going to our website at
https://services.gov.im/freedom-of-information/Review . If you would like a paper
version of our complaint form to be sent to you by post, please contact me and I will
be happy to arrange for this. Your review request should explain why you are
dissatisfied with this response, and should be made as soon as practicable. We will
respond as soon as the review has been concluded.
If you are not satisfied with the result of the review, you then have the right to appeal
to the Information Commissioner for a decision on;
1. Whether we have responded to your request for information in accordance with
Part 2 of the Freedom of Information Act 2015; or
2. Whether we are justified in refusing to give you the information requested.
In response to an application for review, the Information Commissioner may, at any
time, attempt to resolve a matter by negotiation, conciliation, mediation or another
form of alternative dispute resolution and will have regard to any outcome of this in
making any subsequent decision.
More detailed information on your right to a review can be found on the Information
Commissioner’s website at www.inforights.im.
Should you have any queries concerning this letter, please do not hesitate to contact
me.
Further information about freedom of information requests can be found at
www.gov.im/foi.
I will now close your request as of this date.
Yours sincerely
Freedom of Information Coordinator
Freedom of Information request 1501165
The number of Governors who sit on each school's Governing Body broken down by category e.g. Education Council Member, Co-opted, Parent Governor, Teacher Representative etc.
Primary School
Education Council Member
Co-opted Governor
Parent Governor
Teacher Governor
Chair of Governors
ESOS Special Needs Governors
MV Appointee
Church Warden Representative
PCC Representative
Anagh Coar School
1
1
1
1
Andreas
1
2
1
1
Arbory
1
3
1
1
Ashley Hill
1
1
1
1
1
Ballacottier
1
2
1
1
Ballasalla
1
1
1
1
Ballaugh
1
1
1
1
Braddan
1
2
Vacant
1
Bunscoill Ghaelgagh
1
2
Vacant
1
1
1
Bunscoill Rhumsaa
1
1
1
1
1
Cronk y Berry
1
2
1
1
Dhoon
1
1
1
1
Henry Bloom Noble
1
3
Currently recruiting
1
Foxdale
1
1
1
Vacant
Jurby
1
2
1
1
Kewaigue
1
1
1
1
Laxey
1
Currently recruiting
1
1
Manor Park
1
1
1
1
Marown
1
2
1
1
1
Michael
1
1
Vacant
1
1
Onchan
1
2
1
1
Peel Clothworkers
1
1
1
1
Rushen
1
1
Vacant
1
1
Scoill Phurt le Morirrey
1
2
1
1
Scoill yn Jubilee
1
3
1
1
Scoill Vallajeelt
1
Vacant
Vacant
1
St Johns
1
1
1
1
St Marys RC
1
Vacant
1
1
1
St Thomas CofE
1
Vacant
1
1
1
1
1
Sulby
1
1
1
1
1
Victoria Road
1
1
1
1
1
1
Willaston
1
1
1
1
Secondary School
Education Council Member
Co-opted Governor
Parent Governor
Teacher Governor
Support Staff Governor
Ballakermeen
2
1
2
1
Castle Rushen
2
1
1
1
Queen Elizabeth II
2
2
1
1
1
Ramsey Grammar
2
Vacant
1
1
1
St Ninian's
2
2
1
1
1
Review into Pupils on the Isle of Man on the
periphery of mainstream education due to
behaviour
April 2019
Education Improvement Service
The Education Support Centre
Department of Education, Sport and Culture
Rheynn Ynsee, Spoyrt as Cultoor
2
Contents
Executive Summary
3
Section 1. Introduction and Literature Review
4-18
Context
Policy
Literature Review (negative behaviour, SEN, inclusion and attainment, socially disadvantaged
pupils and rates of suspension/exclusion, exclusion and youth/adult offending, the Bennett
Review, similar investigations elsewhere)
Section 2. What’s Happening in Isle of Man mainstream
schools?
18-51
The rise in suspensions and pupils being educated in alternative provision
The causes of an increase in suspensions (punishments/sanctions, young people’s mental health)
Behaviour policies (current debate, principles of the Isle of Man education system, school
behaviour policies, case studies)
Special Educational Needs and Behaviour
Observations of practice in schools
Progress in all aspects of Positive Behaviour Management during the course of this review
Section 3.
The process of removal, suspension and referral 51-57
School powers and pupils’/parents’ rights
Commissioning of alternative provision (Schools, ESC, New AP centre)
Recruitment and training of teachers (Alternative Provision)
Use of the Continuum of Learning and Inclusion (COLI)
Section 4. What does good behaviour management look like?
57-85
Culture of Inclusion (United Nations goals for sustainable development, global approaches to
inclusion, Isle of Man approach)
Approaches to Behaviour in Isle of Man Primary Schools
Quality of teaching (standards and quality assurance, the behaviour of adults, evidenced based
behaviour strategies, Innovative Pedagogies)
Leadership (consistency, policy, practice)
Continuous Professional Development (current offer, offer for the future)
Curriculum and Learning Ethos
Outreach and collaboration (youth services, parents, support staff, the ESC, other agencies)
Section 5. Conclusions and recommendations
85-91
3
Executive Summary
Isle of Man educators face a period of unprecedented change with regards young people that attend their
schools. Covered extensively in this review, a multitude of issues surround young people as we move
towards the next decade. New pressures abound, such as the changing complexity of exams and curricula,
parental anxiety over the perceived shortage of opportunities and pathways for their children in an
increasingly uncertain social and economic climate, and perhaps a self-imposed pressure to succeed in a
society where happiness all of the time is seen, or portrayed by social media as a universal entitlement.
Increasingly, these pressures are manifested in the behaviours, both negative and positive, of children,
their causes, responses to them and their effects on pupils, teachers, parents, and the wider community.
Although many challenges with regards to behaviour are approached well in Manx education, according to
data on exclusion from schools, the lack of participation for certain pupils on the periphery of mainstream
education has been a concerning issue.
There are additional challenges associated with the changing nature of school populations. Elements such
as migration, social disadvantage, disability, additional educational needs, language, and mental health
issues all present school and system leaders with demands on time, knowledge, expertise and resources.
Schools also have to deal with changes in the curriculum, new approaches to assessment, new
understandings of how children learn, new developments in inclusive pedagogy and demands for multi-
agency working. All of these changes have implications for how teachers are prepared and supported, and
how leaders build a culture of inclusion in their school settings.
There exist, particularly in Secondary education, restricting factors surrounding the provision of a truly
inclusive education supporting both the participation and achievements of all pupils. For so long, education
systems have been built upon processes that systematically sort pupils according to perceived abilities and
aptitudes. This process may start early in the primary school, when children are placed in groups according
their ‘level’ for different subjects of the curriculum. By Secondary school, the process of sorting and sifting
often becomes part of an inflexible organisational structure. It is an organisational arrangement that
teachers and leaders face when they are working in schools, but it is also one that may discriminate
against certain pupils by imposing limits on teaching, learning and what is deemed ‘acceptable behaviour’.
In promoting more equitable and inclusive education, it is necessary therefore to challenge what has been
called ‘bell curve’ thinking that underpins the structure of schooling. Thus, an important aspect of this
review involves an examination of many deep-seated assumptions about pupil behaviour and an
exploration of alternatives to deterministic, and potentially damaging exclusionary practices currently
present in our [Secondary] school system.
Between January 2018 and February 2019, the Education Improvement Service, supported by the
Education Support Centre, undertook surveys, interviews, observations and a thematic analysis of
behaviour strategies used in Island Schools and elsewhere. Aligned to these methods was a comprehensive
and comparative analysis of suspensions data between 2013 and 2017, a review of past and current
literature with regards behaviour in schools, and half termly meetings of a Behaviour Review working
party, consisting of EIS, leaders from all five Secondary Schools, and m
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