First schools sought for government behaviour hub programme
Fiona Simpson
Friday, February 28, 2020
The Department for Education is seeking 20 schools, including special schools and alternative education providers, to take part in a pilot of the government’s £10m behaviour hub programme
Education secretary Gavin Williamson announced the opening of applications to schools with “exemplary behaviour practices”.
The government is seeking schools from across primary, secondary, special and alternative provision sectors and two to three multi-academy trusts to take part in the scheme designed by DfE behaviour expert Tom Bennett.
Bennett will be supported by a team of six advisers in implementing the programme which is set to “back heads and teachers on discipline.”
The advisory panel includes:
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Mark Emmerson, chief executive officer of City of London Academy Trust in London and formerly principal of Stoke Newington School, The City Academy, Hackney and City of London Academy Islington.
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Marie Gentles, co-director of Magic Behaviour Management and former principal of Hawkswood AP Primary in London.
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Michelle Long, executive principal at Dixons Academy Trust and principal of Dixons Music Primary in Bradford.
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Jayne Lowe, director of Bright Green Learning, education adviser, former PRU head teacher and currently supporting Ministry of Justice on "Transforming Youth Custody".
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Charlie Taylor, chair of the Youth Justice Board, former chief executive of National College for Teaching and Leadership and former head of special school The Willows School Academy Trust in London.
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Jenny Thompson, principal of Dixons Trinity Academy in Bradford.
The scheme will see “exemplary” schools partner with other schools to improve behaviour.
Some 300 schools are set to take part in the programme over three years from September this year, the government said.
“These plans aim to reduce disruption that can impact on all pupils’ education and help teachers get on with their jobs,” Williamson said.
“Ill-discipline doesn’t just hold back the brightest pupils, but those most in need of attention, and those who are most likely to fall behind in school when their education is disrupted,” he added.
The Education Secretary has suggested a ban on mobile phones, teachers escorting pupils to class after break and lunch times and silent school corridors may be introduced in a bid to improve behaviour.
“Head teachers will also continue to be backed to use exclusions where they are warranted, with a focus on raising the quality of alternative provision to improve outcomes for excluded children,” Williamson said.
Bennett added: “There are some incredible schools out there making miracles happen every day, but many schools who, often through no fault of their own, face huge challenges getting there. Behaviour hubs will support these schools with the schools who know how to turn things around. I’m proud to lead this programme and look forward to seeing it make a difference to the students and staff who need and deserve it.”
The introduction of the hubs has been met with mixed reaction across the education and children’s social care sector.
Chris Keates, acting general secretary of NASUWT said: “Behaviour hubs have the potential to identify ways that schools can learn from and support each other in maintaining and improving pupil discipline. The NASUWT looks forward to engaging further with the DfE on this promising initiative.”
The National Education Union (NEU) said it welcomed initiatives to improve behaviour but criticised the government over its “silence on the pressures faced by disadvantaged schools”.
Dr Mary Bousted, joint general secretary of the NEU, said: “Too many children's lives are getting much harder – many more are moving into care, are trapped in poverty, and have acute mental health conditions. This announcement ignores the practical barriers, for instance the unacceptable waiting lists for counselling for the under-18s.
“This announcement is silent about the pressures on disadvantaged schools, where more teachers are leaving. We have three decades of evidence showing that preventing and reducing pupil exclusions requires a multi-agency approach and collaboration across children's services.
“Levelling-up must include restoring the funding that schools require for effective pastoral systems and time for teachers to share strategies and to work individually with children who are struggling.”
A recent report by the Centre for Mental Health warned school punishments, such as exclusion and segregation, could worsen vulnerable children's mental health.
Meanwhile, latest Ofsted figures showed pupils with special educational needs and disabilities were more likely to be excluded than their peers and the recent Scottish care review proposed to ban exclusion of all children in care.