PAT WELCOMES SCHOOL DISCIPLINE REPORT

21 October 2005

The Professional Association of Teachers (PAT) has welcomed the report published by the Practitioners’ Group on School Behaviour and Discipline today (21 October 2005).

PAT General Secretary Jean Gemmell said: “We welcome this report for its clarity and vision in suggesting relevant and workable ways of tackling a major social and educational problem.

“We look to the Government to play its part by quickly and unequivocally accepting and resourcing the recommendations of the Practitioners’ Group, and by giving all possible support to schools, which the Group has recommended should review their own policies and audit the behaviour of their pupils.

“PAT looks forward to contributing to the creation of a National Charter of Rights and Responsibilities and will play a full part in establishing and promoting it.

“We strongly support the Group’s recommendation that the Government should clarify, through new legislation, the right of schools to discipline pupils. We believe that parents must understand their duties and responsibilities regarding the behaviour of their children. We would welcome assurances that any new powers will not conflict with any existing or new legislation.

“We back the creation of Pupil Parent Support Workers. We believe that this system will be a powerful tool as a point of liaison between schools, parents and external agencies and will be of considerable benefit to those schools that have not had the benefits of being part of the Excellence in Cities initiative.

“What is good for pupils is good for staff and will enhance the opportunities for effective teaching and learning to take place.

“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.

“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.

“We hope that in the future the issue of the curriculum will also be addressed so that disaffected pupils can be engaged fully by appropriate subjects and teaching methods.

“Disruptive behaviour isn’t a problem that schools can tackle alone. 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. All too often parents resort to threats, violence or legal action when any aspect of their children’s behaviour is challenged.

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

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