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Internal Exclusion

Discussion in 'Behaviour' started by paul.wheelerslane, Mar 8, 2011.

  1. I over see Internal Exclusion in my school and am interested in what work other school's set for this time. I am interested in creating a programme of study based around core subjects and changing behaviour activities.
     
  2. I over see Internal Exclusion in my school and am interested in what work other school's set for this time. I am interested in creating a programme of study based around core subjects and changing behaviour activities.
     
  3. at my school the kids are allowed to go on Facebook... (it's banned throughout the rest of the school...) the system as you might imagine isn't working very well
     
  4. Or you could use the strategy they use at one school I know. They have a behaviour unit on the same grounds as a conventional school.
    They have completely different, non-over-lapping meal and break times - in a separate area. So the miscreants do get a break - but in an eerily quiet schoolyard.
     
  5. Absolutely agree!! Very wise words. We have a support base and the pupils who go there are allowed out to run amok at interval and breaks and they get to roam the corridors during class time to go on errands and collect work to do in the base! Pandemonium reigns!
     
  6. YesMrBronson

    YesMrBronson New commenter

    Yes that's along the lines I was thinking.
     
  7. Tom_Bennett

    Tom_Bennett Occasional commenter

    Great ideas above. It depends on what resources you have available to you. It's often good practise to have ready made work available in Internal Exclusion Units, as classroom teachers frequently don't provide it quickly enough for a variety of (not always entirely unreasonable) reasons. So it's best to be prepared. You could prepare these in three styles:
    1. Parallel lessons to existing curricula- involve the school departments/ faculties to provide sample textbooks and easy-to-implement work that is simultaneous to what they would be doing in the school year anyway. This has the benefit of at least partially keeping up with work missed. It's usually a bit simple and generalist though.
    2. Core skills/ classes. For pupils with specific learning difficulties, it might be a good use of their time to work through key skills in literacy and numeracy. For some pupils, what's the point of dragging them through GCSE English if they still can't manage sentences and grammar?
    3. A discrete curriculum, independent of the national/ non statutory one but still meeting the criteria of the former. So you could have Internal Exclusion units based on thematic units that include English, science, history, etc. This is a bit more challenging to prepare obviously, but there's scope to do something special.
    Just some ideas. Good luck
    http://behaviourguru.blogspot.com/
     
  8. Oh I didn't notice the omission until now.
    The behaviour unit students do get a break from the classroom, but they don't get a break from behaviour management / modification. There's no running wild for this lot.
    And I'm pretty sure their classroom activities are focused on a fair amount of remedial work - to get to a behaviour unit you've likely missed a lot of schoolwork whether you've been in class or not.
     
  9. Thank you for all your replies. Just to clarifiy. The students at my school are put in internal exclusion for a number of points and are able to get up to 8 points knocked of for each lesson they complete. They are not allowed to leave the room for break or lunch.
    At present the are given some work out of coppied workbooks for science and maths. They also complete work sheets about behaviour.
    I am interested in looking at improving the work and also creating more resources for students to reflect on the way that they behave and how to avoid incidents happening in the future. My feeling are that this is a level before exclusion and work must reflect this. If students are just told to copy out in silience they will not learn anything.
    Does anyone have any examples of schools that have well established internal exclusion would be happy to be contacted.
     
    Mariefeb11 likes this.
  10. LittleStreams

    LittleStreams New commenter

    Hi.
    I am a cover supervisor in a school, and part of my role is to support in the Internal Exclusion room. I am sure that the lady in my school who runs our Internal Exclusion room would happily talk to you, or I could tell you about it. How might we contact you?
    Here, the kids lose break and lunch (though they can eat in the room at lunch time) and they must be escorted to the toilet. They have boards up separating tables so the kids cannot see each other, and all the seats face the walls. They are given classroom work to do from teachers, a member of staff (usually me) goes around to collect the work from teachers. I like the thing about having work available too though, as often teachers don't set work.
    There are a few things I don't agree with - like they have computers, and the older kids listen to music and such. and when they have finished their work, they are allowed to play games on My Maths. This is being stopped from September though.
    The kids also have to stay in the room until 4pm.

     
  11. Random175

    Random175 New commenter


    Yes they will. They will learn that they don't like it there and that if they want to stay in the classroom they need to behave properly.
     
  12. Not sure you get the point really. It's about changing behaviour so that they can get on ok in lesson. Most of the students at my school would rather copy out of a book than have to confront their poor behaviour. We use internal exclusion because external does not work as most are allowed to play on x-box or sleep all day.
     
  13. At one of my previous schools the kids who were internally excluded had a different day to the rest of the school. They started at 11.00 and finished at 5.30 with a different lunchbreak. They were required to do the work that should have done if they were in school normally. The logic behind the different day was that the kids missed all of the normal social time such as travelling to school on the bus, break, lunch, and walking/getting the bus home. It also inconvienced the parents as they had to drop them off and pick them up. Most kids who ended up internally isolated absolutely hated it and most didn't reappear.
     
  14. I also currently run the Internal Exclusion at my school. I have a strict code of coduct to start with. We take break and lunchtimes 15 mins before normally school times where pupils collect a sandwich/drink and return to the classroom. There is no socialising with their peers. No computer games are allowed during their breaks except board games srabble/draughts/chess. There needs to be some down time as pupils are kept working for 6 lessons throughout the day.Plus it is a way of difficult pupils learning to get on!
    Access to work and resources are a continuing issue and one that I am currently looking at to improve. Although I do have support from my Head of Faculties with some work allocated or websites to use for research or revision. KS3 work from booklets/text books. KS4 I try to get current GSCE subject/course work. Its not perfect as I have to chase up or send reminders to subject staff. It would be more efficient and professional to have a bank of work accessible each term.
    As I am not a teacher and work on my own in the classroom and have had 254 pupils referred since Sept. I start the day with the morning completing subject work in Silence. I have upto 6 pupils per day maximum. Repeat days are given to those that dont wish to follow the code of conduct. Ive had 18 out of the 254 and all have completed their time successfully 2nd time around! The rules are consistant and by my contact and support of Parents it works well.Some students have bt 1 - 3 days Internal exclusion instead of FTE. This has helped reduce the No of FTE and the pupils don't get the chance to play games at home or stay in bed.
    After lunch I do a behaviour reflection session individually although I feel it needs more time and resources spent on it. It is impossible to do if there are difficult pupils which occasionally occurs.
    We have come along way with our Internal Exclusion Unit but like you I am interested in how other schools set work and any programme of study and changing behaviour resources. I am part of the Inclusion Support Base. I would be happy to discuss or share ideas further with anyone!!!!
     
  15. I think you use internal exclusion rather than fixed term exclusions because you don't have to declare those numbers.
    If the internal exclusion is a deterrant, then that will be enough to change the behaviour. I have found that 'confronting the behaviour' is neither here nor there. Kids will behave as badly as they can get away with. They weigh up whether or not it's worth continuing or stopping. If the internal exclusion day is painful enough, it will cut out a huge number of those who try it on. It will leave those who need help far beyond what school staff can deal with, in my opinion.
     
  16. coolasacucumber

    Totally agree with you. I was jumped on a few years ago by a year 11 lad because I'd confiscated his mobile phone/earphones in registration. He was given two weeks off to lie in bed and play with his playstation and chat on facebook.I'm not a small bloke but he knew he could do it and get away with it. He would not be so quick to jump on someone my size in the street that much is for sure.
    Personally I'd have preferred him to be given early starts in an exclusion unit in school so he had to get up an hour early and then late finishes so he couldn't walk hom with his mates.
    What did he learn from this? Bad behaviour gets rewards! Yippee! Another idiot head...Are there any other kind?

    I am totally with you as regards making internal exclusions as boring and uninspiring as they can be. Copying out of books. Writing out their tines tables. Extensions for refusal to cooperate etc etc. It is THE only way and far too many of what I call the poor little Johnny brigade have used the softly softly approach or far too long with the consequence that our streets are unsafe at night.
     
  17. Sounds like you are doing a great job theranch!

    Some departments have put together massive folders so if the students tell us what they have been learning about, we can usually set some relevant work which works well.

    I am in the process of completely changing our arrangements and have a room to design. I am thinking of an area of booths for silent work, a table with low chairs so that the member of staff can talk to the students if necessary and an area for group work e.g. self-esteem groups, building resilience groups, understanding other cultures groups. This last, and perhaps second section would need to be separated from the rest of the room so that the students in the booths can't hear the conversations. Do you have any advice or ideas about room layout?I am finding it really hard to find resources too. I went to another school and they make their own, which is great but I don't have the time to do this.

    I also need to recruit someone to run the room/unit/base or whatever I will call it! How do I get the right person? I know of several schools with great people but they all 'fell into' the job.
     
  18. Hi, I work as a Teaching Assistant in Internal Exclusion. We have a unit that is part of the mainstream school but on the other side of it. We have three rooms: an office, a classroom and a 'sunshine' room, where the pupils have break and lunch. My job is to pick up the work for every single student we get (max 9) and help them if it's needed, but it's mainly independent learning. We focus heavily on Pastoral work and getting to the bottom of why they are 're-offending' as such. I have only been there for six weeks but I already see the huge benefits of it and I know for the fact that the school that I work at tends to keep the students that most other schools would let slip through the cracks.
     
  19. I am a manager to and would like a programme too. Can you tell me if you have?
     
  20. AT my school you get picked up at morning registration and sent to a room down the heads of house corridor and it has no door and it's a little box room. U have to be escorted to loo, works brought to u and u have to eat your lunch Their if your school dinners your escorted to pick food up. Your not allowed to speak to anyone and in lesson time u have to ask to go to loo and u can go without being escorted and u do the whole day and wait to be dismissed by your head of house. The room u sit in only holds one person and we have another table in the corridor and one table outside a deputy heads office and then one outside the pe office. I don't see how it's a punishment as most people like working in silence and at your own pace and your allowed to loo. The only problem is u don't get any fresh air all day and u can't speak to anyone, but as the room has no door and it's a corridor everyone is allowed to use your mates could come past and bring u stuff and speak to u. It's not closely monitored their is a window behind u were the heads of house can see u but u can't see them.
     

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