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Pinball Kids: Preventing School Exclusions

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Pinball Kids: Preventing School Exclusions Pinball Kids Preventing school exclusions Laura Partridge, Fran Landreth Strong, Eli Lobley and Danni Mason March 2020 Pinball Kids Contents Introduction 4 Summary of recommendations 6 Considerations for school leaders 7 Terminology 9 Methodology 12 Chapter 1: Background – what do we know about school exclusions? 14 Chapter 2: The systemic causes of rising exclusions 18 Wider societal factors 20 Direct consequences of deliberate policymaking 23 Unintended consequences of policy making 29 Chapter 3: The conditions for change 39 Every child has a strong relationship with a trusted adult in school 40 Every child’s parents or carers are engaged as partners in their education 46 Every child attends a school with an inclusive ethos 52 Every pupil is assessed early and continuously for learning and social and emotional needs and appropriate support can be provided 60 We know where every child is in the system 70 Conclusion 73 Pinball Kids Preventing school exclusions 1 About the RSA The RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce) believes in a world where everyone is able to participate in creating a better future. Through our ideas, research and a 30,000 strong Fellowship we are a global community of proactive problem solvers. We are committed to uniting people and ideas to resolve the challenges of our time. Acknowledgements Many people have contributed expertise to this project. We would like to thank all those who have generously given their time to advise our team including John Watkin (former PRU leader and local authority adviser), Tom Sherrington (former head teacher and education consultant), Brenda McHugh (co-founder, Pears Family School), Luke Billingham (Hackney Quest), Kerri Marriner (London Borough of Tower Hamlets), Terry Bryan (London Borough of Tower Hamlets), Phil Mellen (Leeds City Council), Val Waite (Leeds City Council), Barbara Temple (Leeds City Council), Tim Head (Hackney CVS), Maggie Atkinson (former Children’s Commissioner and local authority adviser), John Bradshaw (London East Alternative Provision), and Anna Cole (formerly inclusion specialist at ASCL). We are particularly grateful to the busy staff, students and parents of the schools who feature in this report: Simon Flowers, Dean Alexis, Sarah Holdsworth and Tom Shaw (Carr Manor Community School); Brenda McHugh and colleagues (Pears Family School); Vic Goddard, Dawn Moore, Tina Baldwin, Lucia Goddard and colleagues (Passmores Academy); Richard Billings, Rob Gaygan, Anmari Clarke and Tracey Epps and colleagues (Towers School and Sixth Form Centre); Colin Scott and colleagues (Risedale Sports and Community College); Rohit Naik and Elaine Anderson (Hope School); Lee Cambray, Mark Robinson and Nic Brindle (The Fermain Academy); Jonny Mitchell and Karen Horler (Co-op Academy Leeds); Georgia Crew, Ed Vainker and colleagues (Reach Academy Feltham); Nicola Noble, Fiona Carrick-Davies and colleagues (Surrey Square Primary School). Pupils and parents from these schools were interviewed anonymously so cannot be named here, but we thank them for their time and thoughtful contributions. Our thanks also go to the many other experts who kindly contributed to our research including Adam Boddison (nasen and Whole School SEND), Matt Archer and Clare Finnigan (Think Forward), Peter Fonagy (Anna Freud Centre for Children and Families), Elisa Mascellani (Nurture UK), Karen Wespieser and Christopher Rossiter (The Driver Youth Trust), youth members of Account Hackney (Hackney Community and Voluntary Sector), Helen Phillips (teacher training consultant), Frank Norris (formerly of Co-op Academies Trust), Pete Sears (Phoenix Junior Academy), Joe James (Stanley St Peter’s Primary School), Martin Blacoe (Co-op Academy Priesthorpe), Martin Nirsimloo (South Quay College), David Boyle (Dunraven School), Manny Botwe (Tytherington School), Andy Hough (Wandsworth Borough Council), Dan Hamer (Torbay Council), Julianne Wesemann (Department for Education), Tom Bennett (government behaviour adviser), Viv Trundell (Buckinghamshire County Council), Carl Parsons (University of Greenwich), Shauna Mullarkey (PhD candidate, UCL), Rachel Lofthouse (Leeds Beckett University), Sarah Dove (PRUsAP and Phoenix Education Consultancy), Sara Parsonage and Lucy Boddington (Social Finance), and Anton Florek (The Staff College). We are equally grateful to those who contributed valuable insights anonymously both through interviews and workshops. 2 Pinball Kids Preventing school exclusions Pinball Kids We would also like to thank RSA colleagues past and present who have offered advice and practical support including Matthew Taylor, Hannah Webster, Toby Murray, Ian Burbidge, Ed Cox, Hannah Pater, Aidan Daly, Claudia Devlin, Fabian Wallace Stephens and Naomi Bath. This report would not have been possible without the generous support of our partners and funders: the Betty Messenger Charitable Foundation since the inception of the project, and the Esmée Fairbairn Foundation for their subsequent support of the work. Preventing school exclusions Pinball Kids Preventing school exclusions 3 Introduction In the last five years, there has been a 60 percent increase in the number of pupils permanently excluded from England’s schools. By 2017/18, the last school year for which data is available, there were – on average – 42 pupils expelled each school day. In that same academic year, pupils were suspended from school over 410,000 times, missing – on average – two school days at a time. Pupils are most commonly expelled or suspended for ‘persistent disruptive behaviour’ suggesting that there are a group of pupils who consistently bounce up against the boundaries of their school’s rules, norms and expectations. It is this group that former head teacher Tom Sherrington was describing when he used the term “pinball kids”.1 It is the growing number of children being suspended and expelled that has recently grabbed national headlines, but the school exclusions issue is not just one of total numbers; it’s a question of social justice. Children with special educational needs and disabilities (SEND), those from poorer backgrounds and certain ethnic minority groups, and those who have been in care are disproportionally represented in exclusions statistics. Children who the system should hold on to are being let go and let down. The educational and life outcomes for pupils who have been excluded are undeniably shocking and are costly to the public purse. Exclusions are estimated to cost £370,000 per young person affected in lifetime education, benefits, healthcare and criminal justice costs.2 In the first chapter of this report, we examine how exclusion rates have changed and who has been affected. The RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce) are not alone in caring deeply about improving the educational lot of the pupils most at risk of exclusion. The Children’s Commissioner, Barnardo’s, the Institute for Public Policy Research (IPPR), the Centre for Social Justice, the Education Policy Institute (EPI), the Education Select Committee and others have shed light on this issue and proposed solutions. Youth research and advocacy groups such as Take Back The Power have explored how exclusions affect young people who are excluded. The government too commissioned a review of school exclusions, led by Edward Timpson, which reported last year.3 And yet the system persists in excluding its most vulnerable children despite the concern of so many prominent actors. So, what can we do to reduce unnecessary exclusions? In Chapter 2 of this report, we begin by looking at the system-led causes of rising exclusions, which we believe fall into three distinct categories: • Wider societal factors, beyond the education system, that affect children’s wellbeing and capacity to cope in school. Examples include growing poverty, rising incidence of mental health and special educational needs. It is not down to schools and colleges alone to solve fundamental societal issues. 1. Sherrington, T. (2016) No Excuses and the Pinball Kids. Teacherhead. [Online] Available at: https://teacherhead.com/2016/11/20/no-excuses-and-the-pinball-kids/ 2. Gill, K. (2017) Making the Difference: breaking the link between school exclusion and social exclusion. IPPR. [online] Available at: www.ippr.org/files/2017-10/making-the-difference-report-october-2017.pdfn [Accessed 12 Dec. 2020]. 3. Department for Education (2019) Timpson Review of School Exclusion. [PDF] Available at: www. assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807862/Timpson_ review.pdf 3. Department for Education (2014) School exclusion trial evaluation. [PDF] Available at: www.assets. publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/331795/RR364_-_ School_Exclusion_Trial_Final_Report.pdf 4 Pinball Kids Preventing school exclusions Pinball Kids Although it must be noted that schools can – and indeed often do – work hard to mitigate the effects of these on the pupils they serve. • Direct consequences of deliberate policymaking. Examples include the decision to introduce a more ‘rigorous’ curriculum and accompanying exams, or to reduce funding to local authorities, schools and other public services that work with children. Here, we need leadership from those who make the decisions in and about schools. They must make a commitment to change if these policies are to stop negatively affecting some pupils. • Unintended consequences of policy and practice decisions, where
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