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Internal Exclusion - keep it or not?

Discussion in 'Behaviour' started by godz79, Jun 11, 2019.

  1. godz79

    godz79 New commenter

    We currently run an Internal Exclusion that is operated by the non-teaching AHOY. I honestly don’t see the value in putting pupils in the same room who can be highly disruptive. It is not conducive to good work/learning. I am thinking about removing our I.E. facility and spreading pupils around school with HOY, tutors and other staff.

    Has anyone else used an Internal exclusion facility and then decided to remove it?

    What are people’s thoughts on this proposal?
  2. sarah_dann1

    sarah_dann1 Occasional commenter TES Behaviour peer advisor

    Hi there,

    I'm very interested in the issue of isolation. You might also be interested in this thread:

    Regarding your decision, it will entirely depend on the willingness and ability of your staff to 'look after' the students when they are sent to them without warning.

    For example: If you take a student out of a lesson which they have disrupted and send them to their tutor, that tutor will almost certainly be teaching themselves, perhaps even the same year group. This means they have no time to find the excluded student any appropriate work and they might then face their own lesson being disrupted. This happens in my school and I find myself expected to stop teaching the 30 students in front of me to persuade the excluded student into my room and allocated seat and then scrabble around for something for them to do.

    Students who are regularly excluded from lessons, often have quite a strong relationship with their HOY. I have seen that patterns emerge where certain teachers/subjects are avoided/deliberately disrupted in preference of having a chat with their HOY.

    It depends on your aims for the exclusion. If you simply need to get a student out of a classroom, sending them to someone else can work for that short term goal. However, I do think that for exclusion to have any meaning, there needs to be proper work provided and marked, proper discussion surrounding the behaviour and its causes and proper methods for trying to prevent the same problem occurring again.

    Would you be able to rearrange the way your IE is run to become more effective instead?
    JohnJCazorla likes this.
  3. JohnJCazorla

    JohnJCazorla Star commenter

    I'm sure that Internal Exclusion became a thing because SLT didn't want their nice offices being cluttered up with naughty kids which was the previous 'non-solution' to deal with the disrupters who wouldn't let lessons progress. So I've witnessed SLT escorting a toerag into class, sitting with them for 10 minutes whilst they exhibited the same behaviour that got them sent out and then swanning off whilst saying " he seems to be fine now".

    With the possible and noble exception of SEN, no-one wants these kids and certainly the resources don't exist to bring them back to the 'mainstream' so dumping them in isolation is the least-worse option (but try and hide them away when OFSTED comes calling)
  4. minnie me

    minnie me Star commenter

    I agree about there being little to commend internal exclusion bases although from experience having something of this ilk was absolutely necessary for staff sanity / respite in my former school. I think then that this is why they exist . It would be a nonsense to suggest that anything of ‘ quality / relevance ‘ with regard to work set is achieved and that in itself ( different years groups / abilities / subjects ) was a logistical nightmare ...... . We had to resort also to an off site provision for seriously challenged / challenging students in order to ‘to get them through school ‘ ironically.

    I also worked in a setting where students were sat facing a blank wall in cubicles and provided with ‘worksheets’ ....this constituted internal exclusion too - as you can imagine this did not work on any level.

    If you have evaluated the ‘success’ of your current provision then perhaps you will be able to draft an alternative mechanism to address / support repeat offenders.

    The system I mentioned before was in addition to offenders being housed with other department staff members and an ‘ on call ‘ room where students were despatched for the duration of a lesson ( picked up and delivered by the patrol teacher ) ... the same issues applied re work / differentiation / year group ..... this room too was occasionally full to capacity and some students / friends plotted to be sent there as a more entertaining way of spending their time ....,

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