“You have to do something beyond containing”: developing inclusive systems in a partnership of primary schools

ABSTRACT

Reducing fixed term exclusions (FTE) in primary schools is a difficult proposition. This research discusses how a partnership of primary schools developed more inclusive systems to support students previously given FTEs for disciplinary purposes. Longitudinal data from interviews and documentary sources trace the development of an approach amongst primary schools with previously high levels of FTE. The process of developing a model of transferred inclusion (TI) within the partnership led to schools changing practices around behaviour management, thus developing more inclusive systems. The paper elaborates on partnership work around the TI project that opened up discussion and questioning of practice around behaviour, leading to schools thinking about their systemic practice. The benefits of TI, therefore, were a prompt for development, rather than just an intervention to reduce exclusions. Changes in practice supported through the TI process lead to claims that substantive change would not have happened without the TI project.

KEYWORDS:

• School partnerships
• school collaboration
• educational inclusion
• fixed term exclusion
• transferred inclusion

Additional information

Notes on contributors

Jo Rose

Jo Rose's background is in social psychology, and she has been working in educational research since 2001. Her research interests lie in the areas of educational partnerships and collaboration, and young people’s trajectories through the educational system with a particular focus on young people from disadvantaged backgrounds.

Alex Stanforth

Alex Stanforth is a teacher and Special Educational Needs Coordinator in Bristol. She completed her Masters in Psychology of Education at the University of Bristol. Her professional and research interests lie in the areas of inclusion and systems which support inclusive practice, the concept of ‘behaviour’ and how this is understood by educational professionals, and ways to better support students with social, emotional and mental health needs.

Gwen Gilmore

Gwen Gilmore is a New Zealander and an Honorary Fellow at Victoria University in Melbourne. Her teaching and research interests include; inclusive education, visual concepts for literacy and intercultural conversations, professionalism and transitions in preservice teacher education contexts. Prior to this role she worked in the UK leading an Excellence in Cities partnership and has also taught in New Zealand.

Jill Bevan-Brown

Jill Bevan-Brown completed much of her research and professional work with Massey University, in New Zealand. During that time she was Programme Director of the B. Ed (Special Education), Director of the Inclusive Education Research Centre and Co-Director of the Post Graduate Diploma in Specialist Teaching. Being of Maori heritage, Jill has a particular interest in culturally appropriate provisions for Mäori children with special needs, gifted education, and the education of learners with ASD and parent voice.