“How do my placement school’s policies, procedures and provision

support pupils at-risk of exclusion?”

Rationale• PGCE trainee who undertook the SEND strand of the

course.• Worked at a special school for EBSD students. • Experienced the attitudes

of excluded young people once they had permanently left mainstream education.• Personal history and

childhood.

PS FSM = 3.5 times more likely to be excluded.

Findings- Students who have been identified are supported through the on-site

inclusion unit. - This provision includes: skills and engagement groups; reduced

timetables; targeted withdrawal and report cards. - Interventions last for 12 weeks in the first instance with the option for a

renewal. - External provision is accessed but all three interviewees identified

funding as a stumbling block for this provision. - Places on externally provided services are extremely limited: only 9

spaces each year for the major services provided.

Recommendations1) Develop a positive reward system,

in collaboration with the students, that provides a realistic way of rewarding positive behaviours.

2) Continue to deliver excellent on-site provision and refine the intervention programme.

3) Build links with other local schools to share best practice and provision.

4) Invest time in training the whole staff in inclusive practice to minimise the incidence of negative behaviours in-class, as well as to create a positive school culture built on praise rather than punishment.

The value of PGCE research?