understandably reluctant to admit challenging children. Therefore some kind of local arrangement whereby schools “swap” and perhaps receive additional advice and support has been one way forward. We could argue that a level of local accountability for the number of


excluded pupils that schools expel and admit is essential if a place is to be found for them somewhere. This is likely to become even more of an issue with an increasing number of independent free schools and academies. However valuable they might have been, the requirement to be part of


a behaviour and attendance partnership has been dropped. If all schools do not have to participate then it is likely that those who do not may be the ones least likely to admit their fair share of troublesome pupils. This


“The fact remains that these children must go somewhere and perhaps where that


will be is one of the biggest dilemmas for the free school and academy policy.”


places a further burden on those still within the partnership, making the whole arrangement unworkable.


Creative ways of providing alternative provision The Ofsted survey, Alternative Provision (June 2011), highlights the difficulties there are with arrangements for pupils at risk of exclusion and those already excluded. Lack of liaison between the school and off- site provision, pupils disenfranchised from the curriculum and a sense of “let’s just put them somewhere else” do not throw a very good light on some schools. This criticism aside, the opportunities that some of these children are


receiving off-site are good ones. Ones that other pupils, whose behaviour is less of a problem, might benefit from too. At their best, they represent a creative way of finding activities that pupils can see as being relevant to


their lives. The survey revealed: “The students spoken to generally viewed their placements positively. In particular, they valued being treated in a more adult manner.” However good some of these off-site providers might be, Mr Gibb


criticises the alternative provision currently available and suggests that acquiring free school status will drive up standards.


Current policy Sir Alan Steer may be gratified that many of the suggestions in his Review for improving pupil behaviour are reflected in the government’s approach. For example, in April 2009 Sir Alan’s final recommendations2 included: n Increase awareness of the powers that schools have including the statutory power to discipline.


n Remind schools about their power to discipline pupils for behaving inappropriately off school premises.


n Use the Ofsted rating of “satisfactory” for behaviour as an indication of scope for improvement and a trigger for additional support.


n Emphasise early intervention and intervention strategies. n Complete an assessment of the impact of nurture groups. However, at least one of his recommendations is at odds with


current policy. Sir Alan did recommend that behaviour and attendance partnerships should be strengthened. With this exception and bearing in mind that some of these actions were implemented initially by the previous administration, the government does seem to be putting aspects of his advice into practice.


The Education Bill 2011 We are very close to this becoming law at last. The Education Bill seems to have been out there for a long time and is now moving through the last stages of the House of Lords. Improving behaviour and discipline are key features and the Bill provides a clear indication of the government’s stance. It proposes an increase in the power to search, the removal of the need for 24 hours’ notice of a detention and the replacement of appeal


Continued on page 12


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