December 2010

The know zone

  • Hopes and fears
    Be wary of creating ‘legitimate expectations’ in parents and others, warns Richard Bird, as failure to meet them could lead to unintended consequences. More
  • Time to clock off?
    The interim Hutton Report published in October outlined the likely changes in store for public sector pensions. As we await the final report, ASCL is continuing to make the case to ministers that deep cuts to pensions could lead to an exodus of schools leaders. More
  • Getting into hot water
    How is a school defined as ‘poor’ in financial terms? Sam Ellis looks for some facts and figures beyond the budget sheets. More
  • Lead vocals
    Quotes from Norman Vincent Peale, Alan Alda, and Guillaume Apollinaire More
  • An enduring spirit
    A decade ago, ASCL member Sean Crosby – a recently appointed deputy head and active sportsman – had an accident on his mountain bike which was followed by two devastating strokes. With the help of his wife Maria, he talks about coping with his disability and preparing for a 250-mile charity bike ride in India. More
  • SPACE TO LEARN
    With more than a quarter of engineers citing outer space as a reason behind their career choice, a new space programme aims to entice more youngsters into science and technology. More
  • Adding value
    As we all face up to the harsh reality of reduced spending and investment, it is inevitable that stress levels in the workplace rise. At times like these, the role of the employer in supporting wellbeing becomes even more important. More
  • The perfect blend?
    Is the traditional model of school governance out-of-date? Should schools have more say over who sits on the board and for how long? Is it still necessary for parents and the LA to be represented? And should governors be selected for their expertise, rather than elected to the post? School leaders share their views… More
  • Leaders' surgery
    The antidote to common leadership conundrums More
  • Increased pressure
    It could have been worse... but the spending review will still have far-reaching consequences for the funding of schools and colleges once the dust settles, says Brian Lightman. More
  • A head for heights?
    When looking to appoint a new headteacher, governors should throw the recruitment agency advice in the bin. Instead, says David Nicholson, think big and bold. Think Titan. More
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Leaders' surgery

Reaching out to communities

Q. Our last Ofsted inspection pinpointed our approach to community cohesion as an area of weakness. However, I hear this may be axed in the next inspection framework. Should we worry about it and, if so, where should we start? We are in a predominantly white working-class area with few opportunities on our doorstep for collaboration with other faith or ethnic groups.

A. It is likely that the specific duty to inspect community cohesion will be removed in the next framework which will be in place, at the earliest, in September 2011. However, Ofsted’s approach to community cohesion covers a great deal more than most school leaders realise, so work you do now in this area will be relevant to the new framework.

Ofsted’s definition of community cohesion is about narrowing the achievement gap and demonstrating how the school caters for the needs of both individuals and identifiable groups of pupils.

It is about ensuring that the school keeps its finger on society’s pulse to ensure that it is meeting local and national needs. It is about enabling and equipping all young people with the skills to make sense of a global society. Multicultural links are part of this but more important to Ofsted is demonstrating how a link builds into the experience of large groups of pupils. Therefore, community cohesion is at the heart of what schools are doing.

ASCL is running courses on community cohesion which provide strategic insight to negotiate Ofsted and perhaps more importantly, use community cohesion for its own sake as a transformational tool.

Defending restraint techniques

Q. As part of my role, the principal has given me responsibility for behaviour management. I would like some of the staff to be trained in restraint techniques so they feel better equipped to defuse a situation when students are disruptive or just over-wrought. However, staff are not keen, as they think such training is about self-defence and using force.

A. You are taking the right approach. Staff anxiety lies probably with the confusion in terms, particularly ‘restraint’. Look for a course where the main content emphasises the positive handling of a situation, which in almost all cases is not physical. This should help to reassure staff. It is a good idea for a signifi cant number of both teaching and support staff to be trained. All staff need the confi dence and skills to recognise the sign of a potential issue before it happens and wherever possible defuse it.

If this fails, de-escalation of the problem is called for by staff who have been equipped to choose from a range of techniques. These may vary from the use of body language and eye contact to calling, in a previously planned manner, for another trained member of staff to support the situation. These types of techniques will in fact reduce the need for physical intervention and self defence.

Choosing the right course provider for your school is essential and ASCL can advise on this.

Reaching out

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