SEND The importance of effective
governance This month we’re delighted to hear from VICTORIA DE GIUDICE, an education specialist project manager and Chair of the Ethos Academy Trust board.
I am passionate about my role as Chair of Trustees within a Trust that cares for some of the most vulnerable young people in Yorkshire, but I also feel strongly about the importance of governance across the sector not just Ethos Academy Trust.
It’s a national problem when it comes to finding the right people willing to dedicate
their time and expertise to our Schools and Trusts. We mustn’t bury our heads in the sand any longer – demand is out-stripping supply, and we need to find a way to fix this sector-wide issue together.
Whilst I haven’t got a magic wand, I do believe, unashamedly, that there is an impetus that needs to be put on Trusts and LA schools to approach their recruitment of trustees and governors in a more strategic way. Let me explain. In a previous life I was involved in senior management recruitment. It’s so rewarding when you match fantastic people with amazing organisations. However, this professional recruitment approach doesn’t seem to have filtered down to education - we have all done it, put a governor vacancy on an LA job board and crossed our fingers, but we must recognise this approach rarely results in the desired outcome. Admittedly, strategic recruitment takes resources and creativity that we don’t all have but we must allocate to ensure that our boards can continue. As one of the five pillars of what constitutes a strong Trust under the recent Regulatory and Commissioning review, the importance of strong governance is clear nd therefore we need to get the right people on board to deliver against this aspiration.
Fundamentally I believe there is a sector-wide piece of work that needs to be done on educating, beyond the education sector, what ‘governance’ is. This needs to be a cohesive piece that really defines the role and responsibilities, highlights the benefits and rewards and can be disseminated to external stakeholders. I think this is key to providing a solution that will benefit all our schools and Trusts and ultimately our children and young people. How can we expect to attract beyond our alumni, parent pool or those in the sector if everyone still thinks governance is an extension of the PTA.
Until we fix this issue, it’s imperative that a certain level of business acumen is applied to your attraction strategy. The first step to engaging people who will add value and understand their remit, is to establish your Trust/School brand and communicate it effectively to those people who aren’t necessarily looking to undertake a governance role. In recruitment terms that is the passive applicant – credible people that aren’t actively seeking out this opportunity but once they hear about it, they want to get involved!
You then need to send three clear messages to these ‘potentials’: 1. What IS the role in the first place.
2. Why your Trust or School (easy for me as EAT is amazing). 3.What is their return on investment?
Remember this is a two-way street. We expect and need these volunteers to function at a high level and we’re asking for them to devote precious time and take on considerable responsibility. We must make these roles attractive, and be clear about what we expect from them, but we also need to be clear about what they can get back in return and how it can support their own personal and professional development. Again, with my head-hunter background I use all sorts of techniques to proactively go out and find people I know who would be perfect for our Trust. I attend countless networking events full of like-minded people, and I unashamedly stalk people that demonstrate the skillsets we need (and seemingly align with our values) on social media.
I wish you luck in you endeavours in your recruitment and I welcome the opportunity for us to continue this conversation and promote the importance of effective governance far and wide. If I can help, please contact me at:
vdelgiudice@eat.uk.com
Discipline – exclusion or intervention? In her latest column for
Education Today this month, EMMA SANDERSON, Managing Director of Options Autism, a specialist provider of education for autistic pupils and those with complex needs, considers whether current approaches address the challenges of pupil behaviour.
Rates of pupil suspension in both primary and secondary schools in England, are at their highest levels since the current data set started in 2015. The latest statistics from the 2020/2021 academic year, recorded over half a million suspensions across state funded schools – with a rise of 43% in primary (46,200 to 66,200) 68% in secondary (296,200 to 498,100) and 39% in special schools (10,000 to 14,000) pupils suspended. For the Department for Education, the figures reflect an improvement, suspensions are promoted as one strategy to reduce exclusions and provide staff and other pupils a respite from violence. Exclusion rates have decreased slightly, however the most common reason for suspension (and exclusion) is ‘persistent disruptive behaviour’ rather than violence. Are we really providing the best solutions? The law states no child should be excluded for having a special need, but in comparison to their peers, more pupils with SEND are suspended or excluded.
School suspensions and exclusions often mark the beginning of an unsettled and disrupted education pathway for SEND pupils - a critical life-changing turning point. HeadStart (2019) found school exclusion not simply an educational issue, but also resulting in profound negative consequences for mental health and wellbeing.
In the majority of cases, exclusion is ineffective in changing behaviour, particularly when underlying problems remain unaddressed. Disruptive, or even violent behaviour, is often misdirected communication. Many SEND children have experienced high levels of trauma during their lives which results in the adoption of high-risk behaviours. In neurobiological terms, in response to a constant state of stress, elevated levels of cortisol produced in the brain, change their ability to react calmly.
It is essential we take a more preventive, early intervention approach, beginning with the question – will suspension or exclusion change this individual’s behaviour? Those at risk of exclusion need a full assessment to identify whether they have unmet social, emotional and mental health or learning needs.
Schools and colleges should consider what interventions, additional support or alternative provision these children and young people need, to address behaviours before they become entrenched, and enable them to succeed. Communication with parents and carers is also key. Involving them in decisions about their child, especially during times such as transition from primary to secondary school, or when a pupil returns to school or college after a suspension.
Some young people respond to a zero-tolerance, no-excuses behaviour policy. But what about the rest? What potential harm are we inflicting on young people’s mental health? Young people are at risk of having their lives ruined by draconian policies, systems and decisions that fulfil the demands of ‘discipline’, but fail in terms of care and basic humanity.
For further information on Options Autism, please visit
www.optionsautism.co.uk.
November 2023
www.education-today.co.uk 23
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