The facts around exclusions in Burngreave are complex. There were fewer exclusions of secondary pupils in Burngreave last year than in previous years but primary school exclusions in Burngreave are three times the city average.
Black pupils in Burngreave are more likely to be excluded than white pupils but black pupils are also less likely to be excluded in Burngreave than in other parts of the city. The level of exclusions in Burngreave is the same or less than in white working-class areas like the Manor and Southey Green. Still, exclusion rates are high for Yemeni; Somali; Caribbean and Mixed-race: white/Caribbean pupils. These mixed-race pupils, especially boys, have a particularly high rate of repeat exclusions.
There are also factors which lead to the underestimation of exclusion levels. Some schools practice internal exclusion, which doesn’t appear in the figures. Also, many residents will be aware of pupils who are sent out of school for some reason but not properly excluded.
The process
Generally, a child can be excluded if they breach their school’s behaviour policy and/or their behaviour affects others. ‘Fixedterm’ exclusions last from one to a maximum of 45 days per academic year. Permanent exclusions occur after all other options have been exhausted.
Parents can appeal if their child’s exclusion is permanent or if they are excluded for more than five days in total per term, first to school governors, then to the Independent Exclusion Panel. If a permanent exclusion is upheld, the child should attend a Pupil Referral Unit (PRU) also known as an Inclusion Centre, where they can continue their full-time education until they find a new school. However, there are only two PRUs for all Sheffield’s secondary pupils and not enough places to go around.
Parents can still decide where their child goes to school after this, but are encouraged to work with the Children and Young People’s Directorate (CYPD, formerly the LEA) and PRU staff to decide which school is best for the child.
Support
Chris Mallaband, Headteacher at Parkwood School said: “Exclusion is not a cure for bad behaviour, but it demonstrates where the boundaries are for acceptable and unacceptable behaviour. On the other hand you also have to look at why a child is finding it difficult to behave in an acceptable way, and try to help.”
Exclusion… demonstrates where the boundaries are.
Cellar Space (279 9276) and Catch the Drift (256 2940) are locally-based projects that work with children at risk of exclusion; already excluded or dropped out of school, and try to get them back on track. They balance curriculum-based lessons with sessions on life and social skills; building self confidence and providing the extra support many young people need.
“I think Cellar Space is a wonderful, organisation,” Chris Mallaband said. “Parents who work with them are pleased their children are being listened to and encouraged. They also give us an idea of what the school can do to make things better for that child.”
One reason for Burngreave’s high exclusion rate appears to be that the number of vulnerable children needing support in school exceeds what agencies can provide. Di Lee, Cellar Space Project Leader said, “It’s very difficult for schools with classes of 30 young people, to give one misbehaving child the attention they need, when there’s another 29 young people who also want attention.”
It’s very difficult for schools to give one misbehaving child the attention they need.
Anna Revill, Catch the Drift Development Worker suggested that smaller class sizes; interactive teaching styles and workshops on issues affecting young people may assist in reducing exclusions.
“Exclusion is sometimes necessary and alternative learning environments can be beneficial. Catch the Drift provides these educational opportunities to assist the process of the reintegration into mainstream school.We have worked with young people who have successfully entered college and gained employment.”
The exclusion rate for Burngreave’s secondary schools fell this year. To continue this trend it is important that schools and families continue to work together to address the difficulties that children face. More support is needed however, and with Cellar Space and Catch the Drift losing their BNDfC funding after March, we need to put our thinking caps on.
Advice and Help
Sheffield Attendance and Inclusions Service can answer parents’ questions 273 5701/ 5750. Advisory Centre for Education (ACE) (national) provides a free advice pack. Leave a message on (020) 7704 9822.
Sheffield Advice and Conciliation Service offers impartial advice and support for those dissatisfied with the service provided by their school or education department 292 2161.
Burngreave After School Project support young people and families from the Yemeni community dealing with exclusions. Come to the Firvale Centre or call Diane Haimeed on 256 0933.
Somali Education Breakthrough provide after school study support for excluded children. Call Mohamud Ambashe on 275 9040.
A parent’s view
Story by Rob Smith
This story involves a black boy who proudly left primary school recognised and publicly recorded as a very talented pupil.
Now 15, the boy has experienced exclusion from a local comprehensive school with a high proportion of black and African Caribbean pupils. The boy’s single mother told the Messenger why she felt they like others were up against it.
“My son has shown no patterns of unruly behaviour, although he’s had two recent bereavements to cope with. He’s well built for his age and this has become an issue for some of the teachers. Not forgetting like other 15- year-olds this boy is under mounting stress over his final year’s exams.”
His mother explained that he experienced his first exclusion in October 2005, when he was accused of provoking and intimidating other students. “On this occasion, I attended the school and sorted this problem out. My son was then returned with a promise of additional support.”
This fixed-term exclusion for four days was quickly and recently followed by another four-day exclusion.
“This apparently for swearing under his breath at a teacher, that a dinner lady claimed to have overheard. Now my son is about to sit final exams so instead of giving him time out or detention, they exclude him.” The woman leaned forward for her next words to fall with clarity and to the point. “Excluding him prior to his exams is setting him up to fail and he’s not the only one, because they always see our children, especially the boys, as intimidating, although they’re not always being outwardly aggressive.”
Several years ago the system for appeal changed, so parents can’t challenge exclusions or procedures with the education department. Parents must now deal with the school’s internal governing bodies first, before they can involve an independent exclusion panel.
“As black parents we don’t have any support in challenging what we feel may be unfair decisions.Years ago we had the Sheffield Unified Multicultural Education Service (SUMES), who would take up our issues directly with the education department but now its all about parent governors.What we need is a support mechanism again for parents and excluded children, to challenge rash and unequal decisions that aren’t in the welfare of our children’s education and future chances in this life.”
