This is the revised and updated edition of an original study which showed that local authorities, working collaboratively with their schools and clusters, can dramatically reduce exclusions and make permanent exclusions unnecessary. Through research in three low excluding local authorities and five high excluding local authorities, it shows how this is done. The new chapters are written in response to current directives. The challenges and barriers are recognised but the way forward remains clear. The book fills the ground between school and national government, pointing to the responsibilities and powers that a supportive, challenging and conciliatory local authority has in respect of the education of all children, under whatever government administration. Carl Parsons sets out an agenda for action which is about enlisting full support from local authority counsellors and officers, building a shared commitment with schools, broadening what schools are able to offer, developing managed moves as a conciliatory and non punitive response, generating more alternative provision and developing multiagency working, with greater involvement of the voluntary sector. This is a book for everyone involved in managing the education of behaviourally challenging children and young people. It is of particular relevance to those working at the level of strategy and operation in local authority Children's Services departments and to managers in schools. Other services which receive school rejects will find the debates about appropriate provision helpful to their work.
CONTENTS: Acknowledgements; Foreword; 1. Introduction; 2. Methods of enquiring and working; 3. Three local authorities achieving and maintaining low exclusions; 4. Working with five high excluding local authorities.
This is the second edition of Strategic Alternatives to Exclusion from School.... Of particular interest to me in this book was the idea of moving from discipline and behaviour policies to relationship policies, and furthermore, a description of the forces that raised exclusions especially the belief that exclusion was the only way pupils needs would be met; the positive feedback given by both parents and pupils to the Pupil Referral Unit; and funding issues, such as the build-up of surpluses, spending of deprivation money and the new pupil premium