Exclusion From Schools In Scotland: Guidance to Education Authorities Authorities Circular 8/03
FOREWORD
Minister for Education and Young People, PETER PEACOCK:
This foreword is the text of a Parliamentary Answer on the subject of exclusions. I hope it is helpful in capturing our policy initiatives with regard to exclusions
The target on exclusions was helpful in setting a clear direction of travel and as a stimulus to the development of alternatives to exclusion. We remain committed to seeing a trend of reductions in exclusions but based on the application of the best available management practices, not on a specific target. No target should override judgements on a case by case basis where decisions must be made in accordance with the best interests of the staff and other pupils and of the child.
The Scottish Executive is committed to supporting teachers and taking a firm approach to discipline. Exclusion is a sanction schools may use. It should sit within a wider framework of effective policies and practices on discipline within which exclusion is a legitimate last resort. Our policy on exclusion recognises the need to ensure the rights of the majority of pupils, who are hard working and well behaved, and of teachers to enjoy a positive learning environment. We also have an obligation to address the needs and observe the rights of pupils involved in disruptive behaviours.
The way to reduce exclusions lies in determined, sustained, long term, effective management and sound and consistent policies which make a real difference to behaviour in schools. That was the clear message from the Discipline Task Group. There is excellent practice in many Scottish schools and implementation of the Discipline Task Group recommendations is making further improvements. Since 2000 we have allocated 33m to authorities to implement the DTG recommendations, with a further 10m to follow in each of the next 2 years. This is in addition to the 10m a year we have been providing since 1999 to fund alternatives to exclusion, increased to 11m from this year.
We are building on the work of the DTG with the establishment of two expert groups: one to look at discipline in corridors, playgrounds and other out of class areas; and, the other to look at involvement of parents in ways which improve behaviour in schools.
We are also appointing a development officer to help authorities with implementation and assist in the sharing of experience and good practice. Finally, we are facilitating a series of "masterclasses" for Headteachers. These will commence in the Autumn and will be an opportunity for all Headteachers to discuss and share best practice in behaviour management.
We will continue to record incidents of violent and anti-social behaviour towards teachers in schools to monitor trends and we will encourage consistency in recording practices to give an ever more reliable base to such statistics. This information, together with other data and expert advice from education professionals and others, will form the basis of future policy action.
By these means, and with the commitment and professionalism of teachers and other school staff, I am confident that we can ensure that all pupils can benefit from a high quality education in a well ordered learning environment.
PETER PEACOCK