DfEE Green Paper (22/10/1997) - Encouraging fresh approaches in the secondary years, EBD

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8 Principles into practice: emotional and behavioural difficulties

Encouraging fresh approaches in the secondary years

18. Similarly, we want to work with others to find ways of tackling the under-achievement of many youngsters with EBD as they approach the end of compulsory schooling. One approach might be to encourage wider use of pupil referral units (PRUs) with expertise in aspects of EBD to work in partnership with schools where such pupils are at risk of exclusion or, where they have been permanently excluded, to secure their reintegration into mainstream schooling. Our purpose would not be to constitute special schools by another name. But a targeted service of this kind might help reduce the number of pupils at risk of failure on account of poor behaviour. Closer links with mainstream schools would also help more PRUs to ensure reasonable curriculum coverage and to give priority to the aim of reintegration.

19. There is also a view that many children with EBD, including some of those in special schools, would be better provided for at lower cost through tailored programmes combining skills training, work experience and pastoral care. It is clearly sensible to consider very carefully what is known about the comparative outcomes of such programmes. The QCA is studying how to make the National Curriculum more accessible to children and young people with EBD. In particular it is looking at the most appropriate ways of enabling schools to increase their focus on work-related education at Key Stage 4. Such a variation in curriculum and setting might improve the motivation of some young people who are disaffected with the school system and traditional curriculum and at risk of failure. Organisations such as Cities in Schools and employment related activities set up by Education Business Partnerships have shown the possibilities for renewing motivation at Key Stage 4.

Case study - Cities in Schools
Cities in Schools operates in several LEAs across England and Wales. It works principally with young people who are out of school (including special schools) because of permanent exclusion or long-term non-attendance. The majority have been in contact with outside agencies such as social services and the police, and a significant proportion have statements of SEN.

An important element of Cities in Schools' work is its Bridge Courses aimed primarily at Key Stage 4 pupils who are out of school and appear unlikely to progress to youth training, further education or employment. The courses are full-time and the weekly programme involves:

two days at FE college focusing on basic literacy, numeracy and computer skills;
two days work experience;
one day working with the group tutor involving personal tutorials, group work and leisure activities.

Positive outcomes of the programme have included:

improved attendance and attitudes towards learning;
accreditation of literacy, numeracy and other skills;
a high proportion of pupils moving on to further education and trainin g.

QUESTION: What are the most effective ways of improving provision for children with emotional and behavioural difficulties?

31/08/2000