Kiran Gill on exclusions and de-escalation in schools

"There is an 'irreconcilable conflict' between the drive for inclusion and a system of 'hyper-competition' between schools, Jonny Uttley, CEO of The Education Alliance, has warned. Speaking at the Tes SEND Show, he called for reforms to move beyond a 'market system' of competition that he said had prevailed in schools since the 1988 Education Reform Act." John Roberts reports for Tes magazine: https://lnkd.in/eszkE4Hj

"The new framework requires us to provide better evidence, but that will come to nought if inspectors aren’t trained to recognise it" What does Ofsted’s new education inspection framework mean for special schools? NASS member Martin Lonergan, headteacher of Northern Counties School (The Percy Hedley Foundation) a non-maintained special school in Newcastle, explores the opportunities and challenges it poses for our sector in this recent Schools Week piece. https://lnkd.in/eKFW_Q4B

“The direction Ofsted is taking suggests a more contextualised and learner-focused approach, which is undoubtedly a positive move for the special sector.” …A focus on learners’ unique journeys and outcomes rather than narrow measures of progress reflects a real shift towards valuing what matters most.

*Aspirations and the Value of Education*    This week, Confederation of School Trusts reported that 64% of white working-class parents do not believe exam grades are a measure of success. There maybe some context to these families, who may have children with SEND or neurodivergence, but for the other families, this is so disappointing. Education is so valued elsewhere in the world, and we are so lucky to be blessed with the education system we have. These thoughts are reinforced by the now-annual social media posts each results day from various public figures, stating “I failed all my A levels and look at me now!” - or words to that effect.While these sentiments are well intentioned and are meant to be of reassurance to those who haven’t done as well as they might have hoped, they also create false hope in some pupils and provide a “get out of jail free” card for others. How can we help families see the value in education? How can we equip school leaders to break this generational cycle of distrust in our school system? How can we make pupils take ownership and pride in their learning?  Also this week, an important independent inquiry has sent a call for evidence, with the aim of understanding how outcomes for these pupils can be improved. You can find out more about the inquiry, here: @https://lnkd.in/dxAXbtpR 

The LGSCO has published new guidance to help LAs support children unable to go to school. It follows an "exponential" 10-fold rise in complaints involving alternative education provision since 2021, most of children with SEND or EBSA. https://lnkd.in/evS6B9R3

The Hidden Crisis in Special Education Paraprofessionals are the heartbeat of our schools—yet many earn just $10–$13 an hour. They hold classrooms together, support our most vulnerable students, and still have to work second jobs just to survive. Then schools take it a step further: putting paras into teaching roles without certification or training, and sometimes even lying about having “state waivers” that don’t exist. Let’s be clear—if someone isn’t certified in special education, they cannot legally teach special education. This isn’t just wrong. It’s dangerous for kids and unfair to the staff doing their best. If this sounds familiar, document it. Ask questions. And don’t face it alone—an advocate can help you uncover the truth. Learn more at www.theIEPcoach.com #theIEPcoach #IEP #SPED #specialeducation #SpecialEdNetwork #IEPMeeting #ARD

The Hidden Crisis in Special Education Paraprofessionals are the heartbeat of our schools—yet many earn just $10–$13 an hour. They hold classrooms together, support our most vulnerable students, and still have to work second jobs just to survive. Then schools take it a step further: putting paras into teaching roles without certification or training, and sometimes even lying about having “state waivers” that don’t exist. Let’s be clear—if someone isn’t certified in special education, they cannot legally teach special education. This isn’t just wrong. It’s dangerous for kids and unfair to the staff doing their best. If this sounds familiar, document it. Ask questions. And don’t face it alone—an advocate can help you uncover the truth. Learn more at www.theIEPcoach.com #theIEPcoach #IEP #SPED #specialeducation #SpecialEdNetwork #IEPMeeting #ARD

Teacher turnover contributes to higher rates of student suspensions and office disciplinary referrals, according to a study based on New York City Public Schools data published by the New York University Steinhardt School of Culture, Education, and Human Development. A teacher’s departure midyear increased the probability of students receiving a suspension or referral by 20% to 30% on average for each year of experience the departing teacher had, according to the study, which examined data for grades 6-12 over 11 academic years between 2011-12 and 2021-22. On the other hand, students are less likely to be disciplined when teachers stay. A 4.5% drop in teachers leaving midyear led to an average 2.4% reduction in suspensions and 1.9% drop in referrals, while a 13.3% decrease in year-end teacher departures led to average drops of 7.2% and 5.7%, respectively.

It’s great to see National Education Union Association of School and College Leaders and NAHT - The school leaders' union come together to stand against the new #Ofsted framework — which is (and always has been) a “clear risk to the health and wellbeing” of teachers and school leaders. For too long, the inspection system has operated as a mechanism of pressure rather than support, driving fear, burnout, and in some tragic cases, devastating personal consequences. A framework that claims to raise standards cannot do so by crushing the very people who make education possible. This joint action signals a long-overdue shift. Educators are saying enough is enough. We need accountability - yes - but accountability rooted in trust, professional dialogue, and wellbeing, not judgement and intimidation. Real school improvement starts with supporting teachers, not policing them. #Education #TeacherWellbeing #OfstedReform #SchoolLeadership https://lnkd.in/evGywhs7