This 👇

NEW #research on secondary school exclusions 👇 “We conclude that internal exclusion is a very widely used but likely discriminatory and harmful practice; accordingly, alternative approaches to managing behaviour in secondary schools are warranted”. bera-journals.onlinelibrary.wiley.com/doi/full/10.10…

Ofsted’s revised framework is harmful, unsafe and unworkable. We're calling on the inspectorate to stop and rethink. A better way is possible. Other parts of the UK already use more constructive, less damaging approaches to inspection. Find out more and join our campaign:

Important research ⁦Bridget Phillipson⁩ “We conclude that internal exclusion is a very widely used but likely discriminatory and harmful practice” This is real research by qualified researchers not a guru or ambassador pushing for more exclusion. bera-journals.onlinelibrary.wiley.com/doi/full/10.10…

Watching the explicit teaching diehards tie themselves up in knots on LinkedIn 🤭 They’re now saying curiosity can’t happen without “knowledge first”. Let’s flip it. How about we say zero learning goes on WITHOUT curiosity & *reject* these ridiculous pedagogical rules 🙄

This is why our member associations are important. If we accept this framework, after everything that’s happened, imagine what the next one and the next one will be.

youtu.be/lzg1iKMhgvQ?si… Exactly the same arguments were made about corporal punishment in the 80s How can we possibly manage behaviour if they take our punishment tools away?

For sure one day in the future teachers, leaders, politicians, historians will look back in amazement that the whole bollocks of high stakes inspection lasted so long. ‘What were we thinking?’

Good question.

KayRay Greg Ashman And that relates to a risk of deeming data or analyses nonsense or 'truth' based on liking the result or not.

Interesting new tactic being used by the edulads. Anyone opposing their ideology is an activist. Grow up.

A measured, balanced response from someone who actually understands what research is and how it can contribute to the dialogue of improvement.

Read this out to my son as well and he agreed that this interpretation of "isolation" was also wrong. He was locked alone in an empty 6ft by 4ft storeroom. He often had to sit outside on a chair and wait for another child to finish their punishment before he was put in there.

You can’t build a successful education system around shame, embarrassment, detention & exclusion. You can’t create inclusion for all via a curriculum that only works for some. So as the saying goes “If the child doesn’t learn the way you teach, start teaching the way they learn.”

Useful point made here about terminology - isolation vs removal.

Michael Chiles 🌍 Very true! Schools (I visit over 30 in a year) have various types of rooms where children causing disruption can be supported. They are staffed by those who know how to manage this extreme behaviour & understand the child & issue. Safe spaces that work. Not a one size fits all.

One of the best things about this blog post is that Drew Perkins does not create a strawman in order to knock it down, but treats both the topic and his ideological opponents with nuance and respect.

A thoughtful thread here. One key point for me is that the classroom really does need to be a place of emotional safety (not just physical safety).

Isolation has raised its head again. Some see it as cruel, others as essential. The truth sits somewhere in between. Lesson removal is sometimes necessary. However, removing a child for grey socks isn’t behaviour management, it’s control theatre.🧵

I've just been invited to review an article by PLOS One: 'Advancing Inclusion in Sports for Students with Disability: A Mixed-Methods Study on Awareness and Perspectives Toward Adaptive Sports'. I'm looking forward to offering *constructive* feedback, not nasty ego-driven stuff.