Every Child Matters

Another matter that the form tutor has to follow up on an everyday basis is the uniform checks. CHSB have a very strict uniform policy and due to time restraints it is mainly left for the form tutor to follow up these checks in registration. This method works in an effective and consistent manner as form tutors come in contact with pupils at least twice a day and have the opportunities to chase up and reprimand the pupils who do not comply with the uniform policy. It is an effective strategy used to instil discipline, add a sense of pride for the school and helps reduce discrimination. However, it has been suggested that uniforms does not improve issue such as attendance, behaviour drug use or achievement in school.

The importance of Form Tutors and the significance that these tutors can make is highlighted in the staff planner which gives an overview of what the role of the form tutor has. It is evident that the form tutor is seen to nurture the pupils and is there to help the individual pupils to achieve their full potential.

The progression from KS2 toKS3 is very important for all schools including CHSB and for this reason all year 7 form tutors have detailed information for their new students especially for those who require special educational needs. This enables the form teachers to know what the pupils are like and what their needs will be as learners. The form teacher for pupils at CHSB tends to remain the same throughout the five years which allows the pupils to have stability and is able to build good relationships with their form tutors. I have seen the form tutor being the first port of call on numerous occasions when there is a particular concern about a pupil and the teacher is looking for guidance on how to deal with the pupils.

CHSB are focused on pupil’s behaviour influencing teaching and learning and as a starting point focus on behaviour and attendance. In this they are concerned with reducing the number of unauthorised absences, exclusions, truancy and the reduction of behavioural issues as these relate directly to the learning of the pupil.

In CHSB, during registration there are certain procedures to follow to determine whether or not pupils are in school or not. Apart from the obvious, the register is the first indicator of who is attending school. If the form tutor suspects truancy, they will fill out a yellow sheet that requests a phone call home to that pupil’s home to enquire where that pupil is. Also if a pupil comes into school after morning registration or if for some reason a pupil is sent home ill or for another reason, there will be a note put into the register to inform the form tutor of what is happening.

The above are both good strategies for both schools and parents as it helps determine the whereabouts of each child which overall indicates a decrease in truancy. If the pupil is not in school then it is difficult for the support team and the form tutor to be aware of the problems that the child may be facing. One particular situation I have witnessed is when a pupil had an authorised absence and the form tutor requested a phone call home, the pupil was caught truanting which led to parents reprimanding him and making a more conscience effort of ensuring truancy did not happen again. This links in with CHSB having a receptionist who is bilingual in Urdu, Pahari and English – allowing her to communicate effectively with the pupil’s parents who on the majority are of Pakistani and Kashmiri origin and ensuring all pupils are cared for. This allows non-English speaking parents to communicate with the school and understand and have effective discussions about their child.

Parents Evening is another strategy aimed at keeping parents informed of their child progress and achievements. Over the course of the year each child attainment and behaviour and efforts are monitored and recorded to inform parents. CHSB uses these evening effectively to communicate and work alongside parents to help achieve each pupils best potential.

In light of behavioural issues, if dealing with a really disruptive  pupil who as well as effecting his own learning is affecting others in the class, there is the opportunity for that pupil to be removed and to be placed in another class. This will allow the disruptive pupil to calm down and settle back down and focus on task, as he is away from all his friends and allows the teacher to continue teaching the rest of the pupils without distraction. I have seen this situation occur in one of my lessons where the pupil was removed for several lessons – I felt the impact of this strategy straight away as the other pupils were almost always on task and more settled and the disruptive pupil was made aware of what behaviour will and will not be accepted in the classroom.  

Another strategy that is available is removing the disruptive child from the classroom for a period of time to allow the pupil to calm down and think about his consequences. This is effective when used but I feel most teachers at CHSB tend not to use this as it reflects the teacher not being able to control the class and conduct a productive lesson by using the departmental strategies. In one instance I used this method t remove a very disruptive and rude pupil in a year 11 class which I was covering for the first time. In this case the pupil vanished and went to his HoY. This consequently meant that the pupils’ learning was affected and the situation was further prolonged and taking out of hand by the pupil getting the HoY involved. The system is effective on most occasions because of the immediate outcome in the class room but this method can also create low self esteem and resent within the pupils if used too frequently. I believe that disruptive pupils should be dealt with in class as to be deterrence for other pupils as well.

The effective used of registration and PSHE lessons by the form tutors indicates the concern and development for all pupils. In the PSHE lessons, the discussion of healthy diets, lifestyles, sex education and relationship advice amongst other topics are all covered. This is mostly led by the form tutor again indicating the crucial role form tutors play in guiding and helping the development of pupils.

The additional needs of the pupils might include learning support for the Special Educational Needs (SEN) and language support form any pupils who have English as an additional language (EAL). CHSB has allocated dedicated staff to both these departments who aim to help these specific pupils in accessing as much learning as possible. Pupils that enter at year 7 come through with information about any SEN that they may require as well as their capabilities and past achievements (CATs). Pupils with SEN needs are put in to one of three categories recognising the type of need each pupil requires- statemented being the more in need pupils, school action plus and school action which is the less needy SEN pupils. The SEN department helps the individual pupils, based on their needs, to help them achieve their full potential, be it by having a scribe, someone to sign language for them, breaking down the instruction/work to a more basic level so the pupil is able to access the information, etc. where it is possible, most SEN pupils in CHSB are allocated the same SEN staff member so as to provide consistency and to allow the pupil and SEN staff to build a relationship in which effective learning can take place.

CHSB have another important department within which is the EAL department (mentioned above). This department deals with pupils language abilities and needs. EAL pupils are assessed upon entry to the school on whether they need help with accessing the curriculum. Each pupil is given a level to their abilities and the support offered to them is based on these levels. EAL pupils have a reduced timetable as such to help them improve their English. This is done through various methods including through the use of ICT and own language dictionaries. A lot of one-to-one support for the more needy EAL pupils is offered with the head of the EAL department being able to speak the mother tongue for most of the EAL pupils who tend to be from Pakistan and Kashmir. However with the increase of Polish immigrants into Luton, they may be a need in a couple of years for CHSB to employ an EAL specialist who speaks Polish so to help all types of the EAL pupils that CHSB may come across.

The support that both these departments offer to the pupils of CHSB is paramount and is very effective in ensuring good quality support for pupils of various needs.

There is also a Gifted and Talented system present in the school which picks up on the pupils who are achieving above average results. These pupils are targeted by teachers who provide them with suited work to help stretch their full potential and guide them to achieve more. In my attached year 10 form class, there are a number of students who have been offered the triple science GCSE with extra after school tuition to help them achieve this target. This reflects CHSB ability to carefully monitor the progress of each pupil and giving them appropriate guidance along the way.

There is an internal exclusion unit within CHSB which supports pupils with severe emotional and behavioural needs. It is here were pupils that have to be removed from classrooms due to poor behaviour or those who are unable to concentrate and cope in such an environment due to personal reasons. Rather then leave the pupil alone to get on with their work in silence as a punishment, there are trained staff members who constantly guide and help these pupils to overcome their problems. Like the SEN and EAL departments, this department also has its own coordinator which works alongside the pupils to help them achieve their best potential with the minimal disruptions to the pupils learning. I have witnessed several misbehaving pupils to settle down and produce some good quality work in this exclusion unit with the guidance and aid of the staff within. This exclusion unit is also used by teachers to place in pupils who have missed an in class test so the pupil in question can sit the exam in exam conditions.

Pupils are aware of the support that is available to them from this unit and I have seen several pupils pop in to calm down and to release their anger and frustration. The physical and mental health of the pupil is reviewed here and appropriate help is given.

However I feel that there needs to be more communication and awareness between staff about the exclusion unit and what it provides for the pupils. In many cases the pupil is removed due to a confrontational argument between the teacher and pupil where the pupil feels victimised. Teachers may benefit from learning new strategies as to how to deal with pupils with emotional and behavioural issues rather then sending them to the exclusion unit and dealing with the issues appropriately in class, trying to cause the minimum disruption to the pupils learning.

There is good communication between all of the systems present at CHSB. As a class teacher I have recognised that it is my duty and responsibility to offer the curriculum to all pupils, using different teaching strategies according to their needs and abilities. I am aware that there are various support systems in place for the pupils and that it is my responsibility to adhere and turn to these guidelines for structure and support when I see fit. I know there are designated departments and staff allocated to discuss certain issues with especially regarding how to deal with a particular pupil. The first port of call should always be the form tutor and then HoY as they are the two members of staff who generally have more contact with the pupils.

For form tutors there is more need for regular inspections of uniform, attendance and punctuality etc and to comply with the strategies available to them and most importantly of all, be consistent with all pupils.

I am of Pakistani origin and can speak Urdu and Pahari which gives me easy access if needed to speak to parents and discuss issue of concern.

As a class teacher I need to be aware of the different behavioural management techniques for pupils with behavioural problems rather then just send them to the exclusion unit. There is a greater need to communicate with the co-ordinators of each of the above discussed systems to ensure that all staff know what can be done to help the affected pupils, for example different teaching strategies. It is vital that all pupils and parents are aware of the expectations of all pupils and what support can be offered to them.

The Every Child Matters initiative is integrated into the CHSB school system. On several staff training days which I have attended there have been lectures delivered to staff about the ECM initiative and what can be done by the staff to ensure this is the heart of the schools ethos. The systems are under constant review to match this initiative and as a result the school has adapted various approaches to ensure pupils and their families receive the best support and guidance. The aim of each and every system present in CHSB is to ensure that each pupil is considered on their own merits and that where help and assistance is required it enables the pupils to access the curriculum to achieve their full potential. CHSB is focused around the initiative Every Child Matters and the school reflects this in every aspect.

Bibliography:

• BBC News :

• The Journal of Education Research ‘Effects of Student Uniforms on Attendance, Behaviour problems, Substance abuse and Academic Achievement’

• Relevant GPS lecture notes

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