Respect in schools

Heads and teachers who are experts in school discipline will form a new group to work with government and key national stakeholders, including all the teacher unions, to tackle poor pupil behaviour, schools minister Jacqui Smith confirmed today.

 

The new Leadership Group on Behaviour and Discipline will advise the government on how effective school discipline reaches every classroom, how to improve parental responsibility for their children's behaviour, and deliver a culture of respect in all schools.

 

Government Response: Ruth Kelly, secretary of state for education and skills

 

"I think we have made real progress in tackling seriously bad behaviour in schools. Permanent exclusions are down a quarter since 1997, and OFSTED tells us pupil behaviour is good in the large majority of schools."

 

"But, we must now have zero tolerance of bad behaviour in the classroom and create a culture of respect, of good behaviour and firm discipline, and this must be the norm in all schools in every classroom all of the time.

 

"But how do we make that happen? Personally I think we have a good set of policies in place but clearly we do not have those policies implemented in every classroom by every teacher all the time.

 

"So what I’m announcing today is a group of heads with real expertise and a track record of creating a good ethos and a good culture in their schools coming together to tell us what we need to do in every classroom in all of the country."

 

Opposition Response: The Conservatives

 

David Cameron, shadow secretary of state for education said:

 

"If Labour want to be taken seriously on school discipline they need to give head teachers the final say on excluding unruly pupils and abolish appeals panels. Until they do that, any initiatives they announce will fail to get a grip of the problem.

 

"Labour are clearly rattled; we have been consistently campaigning for greater school discipline, and the government’s record has been very poor. At least they now concede the problem is as serious as we said it was.

 

"Where the government takes substantial and sensible action on the issue of school discipline we will back them. However when they resort to initiatives that are ill thought through or worse still gimmicks - we will criticise. School discipline is a huge problem and needs much more than a talking shop to solve."

 

Backbench Response: Graham Allen, MP for Nottingham North

 

"I am disappointed that Members of Parliament are not being asked for their views on improving behaviour at school. They as much as anyone encounter the problems produced by bad behaviour and are in an ideal position to synthesise their experience into political action.

 

"In areas like mine with extreme problems, we need tailor made solutions devised by and road-tested with, local practitioners, not one size fits all policies handed down by the great and the good and filtered by Whitehall.

 

 

Stakeholder Response: Secondary Heads Association

 

 

SHA strongly welcomes the government’s involvement of the profession in spreading good practice on behaviour and discipline.

 

SHA general secretary Dr John Dunford said: "Behaviour in society has got worse in recent years. There is less respect for authority and less parental control of young people. This makes the job of schools much more difficult.

 

"We are pleased that the government is working with the profession to develop a culture of respect and a framework for good behaviour in schools. It is encouraging to hear ministers acknowledge that they cannot legislate good behaviour and that they need the backing of teachers.

 

"Schools cannot impact on behaviour without the support of parents and the wider community and the group will need to work in this context."

 

Stakeholder Response: PAT

 

 

PAT general secretary Jean Gemmell said: "PAT welcomes the creation of this group - in which I have been invited to participate  - and looks forward to working with it.  

 

"Poor pupil behaviour is a major concern for teachers and we know that many have left the profession because of it.

 

"Exclusions, bullying and violence tend to grab the headlines, but the daily incidents of insolence, backchat, talking out of turn, rowdy behaviour, ‘messing about’, refusal to obey instructions and name-calling also have a disruptive effect on children’s education and on the smooth running of schools.

 

"So much time is wasted in schools just trying to get children to behave, and teachers’ and children’s time in school is limited and precious. No child can progress to his or her full potential if their school experience is being damaged by the disruptive behaviour of others.

 

"Secondary schools have been working hard for many years to improve pupils’ behaviour while the Government has not helped by changing the rules on school exclusions several times.

 

"Parents generally play the most important part in their children’s development. It is they who usually have the greatest contact with their children, determine their morality and wield the greatest influence as role models. Children come to teachers as products of their circumstances. Before they reach pre-school, nursery or school, they already possess a moral code and set of attitudes influenced by their home environment and society.

 

"Teachers cannot be held responsible for the moral failure of society at large and cannot be expected to repair all the damage from the breakdown of family relationships, or the crime and corruption in society. As a society, we increasingly see violence, a decline in family values, and adverse role models in some areas of sport, the media and public life.

 

"All too often parents resort to threats, violence or legal action when any aspect of their children’s behaviour is challenged.

 

"We would like to see greater use of measures such as parenting orders and more support for heads when they decide to exclude pupils.

 

"More pupil referral units – and the staff and funding to run them – are needed. Excluded pupils need help and support to deal with their behaviour and continue with their education. Wandering the streets will only make their behaviour worse.

 

"Disruptive behaviour sometimes occurs as the result of specific pupils’ emotional or other special education needs. It is essential that these pupils receive the appropriate support in terms of specialist teachers and teaching assistants, tuition time, equipment and other resources. Disruptive behaviour isn’t necessarily ‘bad’ behaviour that warrants a punitive outcome.

 

"Disruptive behaviour isn’t a problem that schools can tackle alone. It is partly about changing attitudes. The Government, local authorities, schools, parents and the wider community need to work in partnership. Schools and teachers need the support of parents to deal with pupils’ behaviour.

 

"We need to encourage parents to foster in their children a greater respect for other people – including teachers and other pupils – and others’ property, and a belief in the importance of education.

 

"Playing truant or indulging in criminal behaviour must not be seen as ‘cool’ but as blighting youngsters’ future success in life.

 

"The media too have a certain responsibility for pupils’ behaviour by making celebrities out of people who don’t provide good role models.

 

"However, we must not forget that the majority of young people lead responsible, balanced lives. Most young people work hard and play hard."

 

Stakeholder Response: NUT

 

 

Steve Sinnott, NUT general secretary, said:

 

"This initiative by the government is very welcome. It is pleasing that the education secretary has acted so quickly on an issue of concern to every teacher in the country.

 

"The Leadership Group will help produce practical proposals which can be considered in the autumn. Low level pupil disruption is a serious problem in our schools and undermines the education of every other pupil in a class and the teachers’ teaching.

 

"The idea of a national discipline code fits well with the Union’s call for a charter setting out support and sanctions for use in schools in accordance with teachers’ professional judgement.

 

"The wider issue of pupil violence also needs to be tackled. Currently no-one knows the scale of the problem because the statistics are woefully inadequate. Until we know the scale of the problem, whether such incidents are concentrated in particular types of schools or areas, and more, it is impossible to look at ways of combating the problem.

 

"There is also an urgent need for advice to schools on protecting teachers working in their classrooms after the end of the school day. The horrific rape of our member on her second day in a new school underlines the urgency of the need.

 

Stakeholder Response: NASUWT

 

 

 

Chris Keates, general secretary of NASUWT, the largest union representing teachers and headteachers throughout the UK, said: "The fact that barely 15 days into a third term the government is making quite clear its intention to give pupil indiscipline a high priority will be welcomed by teachers.

 

"The proposal for a panel of practitioners to advise on effective practice and strategies has merit and NASUWT will be pleased to nominate representatives to serve on it.

 

“Its brief to report by October 2005 demonstrates that the government has understood that it is actions not interminable meetings which are needed.

 

"The vast majority of schools maintain high standards of discipline but teachers and headteachers report that it is increasingly difficult to do so.

 

"A key issue will be to identify how to address effectively the growing incidents of low-level disruption, including constant challenges to authority and verbal abuse. If this is not tackled swiftly it can be as traumatic and debilitating for teachers as serious disruption.

 

"Schools already have wide-ranging powers to tackle pupil indiscipline but unfortunately there are still far too many incidents of serious disruption which are not dealt with effectively because some schools still believe that they will be perceived as failing if they exclude even on a temporary basis.

 

"NASUWT has led the field on the issue of pupil indiscipline and will be pleased to contribute its experience and expertise to the government's initiative."