Agenda item

The report originally marked on the agenda "to follow" was published on 28 October.

Mike Stoneman introduced the report, noting that officers had worked on the strategy for the last few months and it had gone to the PEP Strategic Board a few weeks ago. It represents a collective effort to reduce learning loss in addition to that caused by Covid. Although 2020 figures show a significant improvement they need to be viewed with extreme caution because of Covid. More reliable evidence will be seen this year. Mr Stoneman highlighted the success of the relational practice used at Trafalgar School (part of Salterns Academy Trust). They have very few exclusions and have done much work on their in-house alternative provision which enables children to return to mainstream classes as quickly as possible. The approach has had fantastic success in Hull and Leeds. Mr Stoneman outlined the support schools will receive to help them implement the approach.

In response to suggestions that a presentation on the differences between restorative and relational practice would be helpful, officers explained the former concentrates more on the individual child and their family whereas the latter concentrates more on a whole school approach involving all pupils. Relational practice incorporates both approaches and also others such as trauma-informed approaches. The relational approach is about the way of being, classroom management and leadership style. It is not an intervention that is done “to” families but “with” them so hopefully they feel they have been heard so when there is a need to challenge there is some goodwill. Officers agreed a short information session on the different practices would be helpful.

There is some funding already but it is proposed that the Schools Forum asks for more funding from the Designated Schools Grant carry forward reserves to fund the approach.

The permanent exclusion (now known as expulsion) rate in Portsmouth is one of the lowest in the UK as a result of protocols established when it had one of the highest rates. However, the rate of fixed-term exclusions (FTE, now known as suspensions) is relatively high. One FTE may be effective but multiple ones are no help at all. The relational approach done well helps teachers feel supported in the classroom. Schools have to buy in to the approach but it will not be forced on them. However, officers will strongly challenge schools with high FTE rates.

Figures for chronic absence (less than 50%) include absence due to disability or health conditions including long Covid. Children with chronic absence should have a Family Support Plan and a Lead Professional. Officers can bring an update on figures on how many children have Lead Professionals to the next meeting as the current figure is low. They are carefully monitoring chronic absence figures. The Chair had met officers that day about how it is important for families with children who have long Covid to feel understood and supported. The Long Covid Working Group has made progress with the CCG in providing support for children with long Covid.

Officers acknowledged The Harbour School has a waiting list in KS3 but said it will improve when the provision at Wymering is in place. The Inclusion Outreach Service (IOS) and the Portsmouth Inclusion Education Quality Mark can support children on the waiting list. Officers would support schools who are struggling to avoid exclusions and work with the IOS. If a child is on a dual registered place which their school is paying for officers would help support them. The Harbour School has space but it is a question of managing it so places can be released for other children. Schools can share best practice with each other about alternative provision. Members noted The Harbour School was very successful in equipping children to return to mainstream education. Officers confirmed the Fair Access Protocol is used to allocate places to The Harbour School; officers manage the process but schools effectively make decisions through the Inclusion Support Panels (ISP).

Trafalgar School funded their work on exclusions from their own budget though officers are giving all schools some funding so they can adopt relational practice. They will have training and support from the Salterns Academy Trust and Mark Finnis (L30). Ofsted expects schools to embed the approach.

The Chair said it was exciting to pull together the different strands of discussion on exclusion and restorative and relational practice. The best way for children to learn is to be in school so it is essential to look at how schools and families are supported so they can support children. It is the behaviour that is not wanted, not the child. The step change at Trafalgar is already apparent.

Members thanked all school staff, including governors and non-teaching staff, for their work during a difficult time.

RESOLVED that the Education Advisory Board note the following:

Board Members are recommended to comment on and endorse the draft city wide multi agency strategy to improve school attendance and reduce exclusions.  A final version of the strategy and an update on the implementation of the action plan will be brought to the next Board meeting in February 2022.

The next meeting is on Thursday 10 February at 4 pm (location to be confirmed).