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Losing the plot...

Discussion in 'Behaviour' started by rara_octahedron, Oct 12, 2011.

  1. We currently have some very difficult children in KS2. Currently they are disturbing the learning of the rest of the children due to physical and verbal aggression towards other children, refusal to do what teachers say & storming out & refusal for SLT. ALL of the children have a heartbreaking background story however this does not make it easier for staff to do their jobs (all staff, not just class teachers).
    The children have had internal exlcusions, fixed term exclusions, many meetings with parents etc etc etc etc. The EP is involved, behaviour support services, everyone! But it does not make any difference.
    Unfortunately there do not seem to be any consequences for these children...the Head has decided we cannot do any more fixed term exclusions because it makes the school look so awful but really the next step is perm exclusion. Which the Head doesn't want to do either. But we can't carry on like this! Three of the children are in the same year (single form entry school) and all display similar behaviours both at home and school, police have been involved etc at home. I am the BeCo and just feel as though I am letting the staff down, letting the other children down and ultimately letting these challenging children down but I do feel perm ex is the way to go.
    I know this is probably just waffling now but anyone any advice?!
     
  2. minnieminx

    minnieminx New commenter

    You might want to ask on the special needs board, but I think you can do a sort of half and half arrangement. So they spend mornings at a PRU type place and a couple of afternoons with you. This gives them the specialist help they need and gives your staff and pupils a bit of a break.

    Definitely contact the BESD schools or units in your county and see how they can help.
     
  3. Tried that, they won't do it! We have a TA who comes from the local PRU two mornings a week to support in school but even she has said that it isn't helping because their behaviour is so extreme!
     
  4. These young people are struggling within the mainstream class. Does your school have a nuture group so they can spend time out from the mainstream classroom setting to receive positive 1-2-1 input, rather than have them out of class for punitive purposes. There sounds like a lot of conflict and sanctions in your email whereas perhaps a nuturing environment may well get a better response, especially as you say there home lives are tragic and I suspect are not a nuturing environment either.
    If all the children hear and see is conflict, punishment and sanctions then that is what they will do and if everyone is responding to there behaviour the same way then they will keep reacting in the same ways. That is not to say they will not continue to be difficult and challenging young people but someone, somewhere need to break the cycle and do something different.
    What does the EPs assessment say? What strategies have they suggested? Do they think they need to access a specialist setting?
    There are four ways forward as it see it if you've exhausted everything to maintain them within the mainstream classroom for the time being.
    1. Look to set up a nuture group within school and look to provide education and develop the social skills of these pupils away from the mainstream classroom. http://www.nurturegroups.org/
    2. Consider statementing with a view to accessing providing additional resources for you as a school or so they can transfer to a specialist BESD setting
    3. Attendance at your primary PRU (if you have one) either full time or part time for some behaviour intervention. They could go here whilst you get your nuture group up and running. Can they only access the PRU through permanent exclusion? If so that may be the only way to go though preferably look to do it on a dual registration basis to you can make provision for the boys back in school whilst they receive specialist input from the PRU.
    4. If you are really unable to any of the above the look to see of you can manage move one or two of the pupils to other schools. This may break up dynamics amongst the ones that remain and enable you to better meet there needs whilst another school meets the needs of one that has moved.
    These options are not mutually exclusive and can be used in combination.
    This does sound like a tough situation. You as well as these children need help and support and this does have to be balanced with meeting the needs of the majority of pupils in school. However permanent exclusion is rarely the answer. These children need to be educated and supported somewhere so if you permanently exclude the problem will only be moved with the rejection that permanent exclusion entails. Some children need to be in smaller settings because their needs are such that they cannot be met in a mainstream class of 30 kids. Surely permanent exclusion is not the only way for you access an appropriate setting?
     
  5. Thank you for your reply. At the moment the two classes that most of these children are in are split in half and taught (12-15children) by myself and the deputy for the mornings. A couple of them then are on reduced provision so go home at 1.30pm.
    I am all for a nuture group but the only one who could deliver it would be me...
    The EP has only just supporting stat assesment for two children which is in process, the other few he does not support. We do get additional funding and this pays for a TA in each class plus additional TA support for some children with BESD and also a learning mentor that supports children throughout the day including recreational time.
    The PRU is only accessible if the children are perm excluded - our behaviour support teacher feels they need to be in a EBD school and this will not happen quickly...
    I know there is no quick answer but I feel that I cannot be wonderwoman which is what is expected by my SLT!


     

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