uk perspective of drop out bill jerman executive head at carlisle and hampton hill federation -...

UK perspective of Drop out

Bill Jerman

Executive Head at Carlisle and Hampton Hill Federation

www.2young2fail.com - [email protected]

What does drop out include? What does the data show? What are the key issues? What has and is being done about it?

•School refusal

•Exclusions


Drop out is used in the UK to refer to a range of positions on a dimension of disengagement: from the detachment of pupils in full time education from the education offered to them, to pupils` exclusion from school on a fixed term basis and pupils` permanent exclusion from school.

Disengagement from full time education depending on how it is defined and measured can account for between one fifth and one third of the total population of 14 to 16 year olds.


Disengaged from school but not education.

Pupils have a negative attitude towards school, face challenges with school discipline, likely to play truant yet have aspirations for continuing with education. Main risk factor is ethnicity with Black Caribbean students at highest risk.

Disengaged

Pupils who have no interest in school and education generally. Most would find themselves in year 12 being NEET(not in education, employment or training) or having a job with no training. Main risk factors are ethnicity and socio-economic background with white working class young people at greatest risk


Pupils views of factors contributing to disengagement

•The structure of lessons in school•Low level of activity in lessons•Relations with teachers and other staff•Own difficulties with behaviour and anger management

Other relevant factors•Home issues - aspirations, expectations, behaviour •Peer pressure•Parental experience of education•Communications between schools


School refusal•School phobia-School refusal.•Anxiety disorder usually following illness, holiday, new school or stressful family event.•Studies suggest that family functioning will impact eg separation from mother in early childhood, being a young carer.•Fear of failure, violence, bullying. •Same rates for boys and girls-highest rates between 5-7 years and 11-14 years.•Could be between 1%-5% of pupils at some point.•Symptoms•Treatments


Exclusions•In 2012/13 there were 5170 permanent exclusions and 304370 fixed term exclusions.•Illegal exclusions.•Persisting patterns of inequality•Risk factors-•SEN pupils six times more likely to be excluded compared with non SEN PUPILS•Boys three times more likely to be excluded than girls•Black Caribbean, Gypsy, Roma and Irish travellers four times more likely to be excluded than non ethnic minorities


National responses•The pupil premium•Independent Review Panels•Exclusion responsibilities•Conversion of Pupil Referral Units•Raising Participation Age•Special educational needs policy•Mental health –Place2Be•Teacher training.


A school led system•National teaching schools

•National leaders of education

•Local leaders of education

•National leaders of governance

•School Direct alliances


National Teaching School Alliances

As well as offering training and support for their alliance themselves, Teaching Schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to:

1.lead the development of a school-led ITT system, either through School Direct or by securing accreditation as an ITT provider.

2.lead peer-to-peer professional development3.identify and develop leadership potential4.provide support for other schools5.designate and broker Specialist Leaders of Education (SLEs) 6.engage in research and development


Thank you

I am really happy to pass on further details of the school led system and it`s impact on schools, staff and young people.


uk perspective of drop out bill jerman executive head at carlisle and hampton hill federation -...

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