This item was published during the term of a previous administration that ended in April 2007
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Action to tackle discipline in schools
24/09/2003
Restorative justice schemes in Scotland's schools are to be looked at by the Executive as part of its on-going drive to tackle indiscipline, bullying and harassment.
Speaking during today's Scottish Parliament discipline debate, Education Minister Peter Peacock said the Executive was looking at implementing a restorative justice scheme - similar to those already operating in the community - to make disruptive pupils face up to the consequences of their actions and deter further bad behaviour.
The Minister also outlined on-going developments to improve discipline in schools, including:
· A review of school exclusion guidance, which will emphasise that the needs of pupils and staff affected by the actions of a disruptive pupil should come first. The guidance will recognise that local judgements have to be made according to individual circumstances and that national exclusion targets will not overshadow these decisions.
· The review of teacher training, announced on Monday, which will look at ensuring teachers are equipped to deal with behaviour issues.
· The promotion of discipline masterclasses and learning networks for headteachers and other school staff, to support the roll-out of best practice and ensure colleagues learn from improvements elsewhere.
· The creation of two working groups of headteachers and stakeholders - one to drive forward improvements in behaviour in playgrounds and communal areas, the second to strengthen partnership with parents.
· Provision of £10 million a year by the Executive to support the implementation of the Discipline Task Group's recommendations, as well as £11 million a year to support alternative to exclusion programmes.
Peter Peacock said:
"Improving discipline and behaviour in our schools is a key issue for pupils, parents and teachers, and is one of my top priorities. I have already made clear that I want to build on the major work which is already underway following the recommendations of the Discipline Task Group, and backed by £10m a year investment from the Executive.
"However, to achieve real improvement we must continually look at new ways to address the problem. That is why in addition to new measures announced this summer, I have asked officials to explore the merits of introducing restorative justice within schools. Similar schemes are being developed in Slough, in Nottinghamshire and in other English authorities, with the aim to encouraging young people to face up to the impact of their behaviour on others. By introducing such schemes in schools, we aim to strengthen our support for the victims of unruly pupils - teachers and other young people - while preventing further disruptive behaviour.
"Officials are also currently finalising revisions to the guidance on school exclusions, to ensure they make clear our support for the challenges of day-to-day decision making by head teachers and authorities. The new guidance will also emphasise that the rights of the majority of pupils to work undisturbed, and the rights of teachers to teach undisturbed, should be at the forefront of decisions. While, exclusion should be a last resort measure, schools and local authorities must have the ability to use this ultimate sanction, where appropriate.
"Deputy Minister, Euan Robson and I have seen at first hand during recent visits to a number of schools, including Craigton Primary in Glasgow, James Hamilton Academy in East Ayrshire and Brunstfield Primary School in Edinburgh that good behaviour can be the norm."
The Executive's Partnership Agreement includes a commitment to tackle violence, bullying and disruption in our schools. The Executive is building on the work which is already being done, backed by £10 million a year, from the Scottish Budget 2002-06 to implement the recommendations of the Discipline Task Group's report, Better Behaviour, Better Learning published in June 2001.
The £10 million is being invested by authorities in implementing the DTG's 36 recommendations. All authorities report good progress in reviewing their policies, and in particular, are developing interesting approaches to providing a more flexible curriculum for pupils who may become disaffected, and in developing support bases within schools where pupils can access learning support, behaviour support or other forms of pupil support.
New proposals to build on the DTG's work, were announced in May this year and include plans to:
·Develop a programme to enable school practitioners to hear of good practice in other areas, and share their own ideas. These masterclasses will be piloted and will lead to learning networks allowing the exchange of ideas and information between clusters of authorities.
· Create two working groups of professionals and stakeholders - one to drive forward improvements in behaviour in playgrounds and communal school areas, the second to strengthen partnership with parents as a means of improving discipline.
·Appoint a Development Officer to work with local authorities and schools on further implementation of the DTG recommendations and to identify and disseminate good practice.
· Examine opportunities within teacher training and continuing professional development, to improve training and support for teachers in discipline/behaviour management.
· Visit schools which are leading the way in improving discipline, to ensure this best practice is spread throughout the country. Visits have already been undertaken to a variety of schools, including Craigton Primary School, Glasgow, James Hamilton Academy in East Ayrshire, and Bruntsfield Primary School in Edinburgh.
The Executive's revised circular on exclusions is currently the subject of consultation with professsionals. The Executive plans to issue this shortly, once this consultation process is complete.
This release was first published on 30/09/2003