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Schools: Discipline

Answer

I refer the hon. Gentleman to the reply given to him on 8 October 2013, Official Report, column 257W.

Since October, we have updated our advice on behaviour to re-emphasise the need for clear rewards and sanctions. We have outlined a range of sanctions that it is permissible for teachers to use to tackle challenging behaviour when it occurs. We have also been clear that schools should use rewards to praise and reinforce good behaviour.

In addition, we have produced a range of case studies showing good practice in how schools manage behaviour and bullying. The case studies provide examples of

what effective schools do to integrate children with challenging behaviour into the school ranging from support through schools' pastoral systems to using art and modified curricula to support the inclusion of pupils with behaviour difficulties.

The new special educational needs (SEN) Code of Practice makes it clear that, while persistent disruptive or withdrawn behaviour does not necessarily mean that a pupil has SEN, schools should determine whether there are any causal factors, such as undiagnosed learning difficulties, difficulties with communication or mental health issues, so that support can be put in place for the pupil to stay at the school and make progress.

Secondary information

Type

Written question

Reference

195367; 579 cc416-7W

Session

2013-14

Subjects

Children Discipline Schools Special educational needs

Link

View this Written question on www.publications.parliament.uk