282 schools took part reporting a total of 316 permanent exclusions
132 schools reported no managed moves.
150 schools reported 351 managed moves in and 275 out.
Baseline statistics
The trend in the rate of managed moves over the last four years has been sharply upward, and exclusionary pressures are on the increase. This data does suggest substantial managed moves activity. Schools reporting managed moves had also carried out between 0 and 10 permanent exclusions. Even if we only count ‘moves in’ (because the two schools could have both reported the move), a straight line projection suggests some 4000 managed moves took place in 2006, with wide margins for error.
Both the magnitude and the margins can perhaps be expressed as ‘at least 100 managed moves a week’ (there are about 250 permanent exclusions each week).
Curiously, although all regions of England are represented, there are no reported managed moves in Wales. We will be examining this is our next round of research.
Fresh starts
Many Head teachers in our sample said ‘fresh starts work’ and this is supported by LA officers. One successful approach is to dual register at the original and receiving school. This dual registration remains in place until the move is considered successful by mutual agreement, when registration at the original school is ended. It appears less effective to put a limit on the length of the trial period.A return to the original school is reported as ‘sometimes working’, perhaps because the pupil realises that 'the grass is not greener on the other hill'.
One local authority provided the data below. Research is ongoing to establish the outcomes for the one in four children who return to the original school. This data suggests that three-quarters of managed moves are 'successful’ or ‘ongoing’ with some of the pupils who do return to the original schools holding on to this mainstream place.
Statistics for their fresh start managed moves during the last two years:
Total No. Managed moves
Successful –
On roll of new school
Ongoing –
still dual registered
Returned to orig. school
2005–6
146
45%
32%
23%
2006-7
186
40%
33%
27%
Permanent exclusions have fallen in this LA, but not by the number of managed moves. A better indicator of their impact might be fixed term exclusions, which have also fallen. From another perspective, some (perhaps many) of the managed moves would otherwise have been permanent exclusions so in this case managed moves have clearly had a positive impact on the number of exclusions.
Rural issues - Transport is always an issue in rural areas, where other schools are far distant and other agencies themselves struggle to deliver a service across a wide area. One way schools can address this is to grow satellite provision away from the main site of the school, or on a different part.
One school had converted the site manager’s house into a student support centre. The small rooms and family feel of the building made it an ideal place for children who found mainstream difficult. On a footprint of some 50 m2 (barely the size of an average classroom) the school had established four separate teaching areas, a counseling room, and a common room with refreshment facilities for 10 young people at any one time. An off-site house might well provide a similar solution.
Doing managed moves – Support was sometimes seen as something that starts at the receiving school when it needs to be part of the managed move process itself. Where a community level strategy was in place, the management panel often provides this as a service to schools.
Equity and fairness – Where such a strategy was not in place, the necessary clarity was absent.
Funding and resources – Within a collaborative framework, Heads felt more in control of the situation. Giving clusters of schools more control over the use of community resources increases levels of commitment and participation.
Service standards – In many places, there is a lack of alternative educational places. Schools need to recognise that the inclusive community is a ‘closed system’ so the number of children moving into alternative programme's must match the number moving out. There must be sufficient movement back into mainstream. Where there are central arrangements, the same process can be used for moves in as for moves out.
Families and children should be treated better – Head teachers do not always pay enough attention to the needs of parents and children during the managed move. The process itself is designed to draw parents and children into positive engagement, as well as to move the child on.
How voluntary are managed moves? – Parents and children often felt it was the only option. Within the overall requirement to move, there is still room for choice, as the narratives indicate. Communities should aspire to demonstrate that the proposed move is from less suitable provision (where the child’s behaviour demonstrates they are not happy) to a more manageable and happier situation. The data suggests that though children are often reluctant to move, this is often the case. Diplomacy, sensitivity, and good communications skills can contribute to the parents’ and children’s sense of having a choice and not entirely losing control of events.
Facilitation – The impartial (or ‘disinterested’) facilitation of managed moves can promote voluntariness and therapeutic outcomes. It also makes sense to have someone manage a process which involves many parties. Although the DCSF do not yet recommend this, it is clear that where community-based inclusion is developing, moves are generally being facilitated by someone outside the school. However, since schools are part of the collaborative and decision-making group, they still govern at a strategic level.
Support – Support for the move is seen as crucial by all parties. Clearly, where arrangements are school to school this is going to be harder to manage.
‘Good will, trust and positive regard between schools has underpinned the success of the programme. Developing positive relationships with the schools required leadership and a clear vision of what was proposed. Head teachers and local authority managers had to have mutual confidence in the logic of community based inclusion The managed moves process provides a relatively economic way to respond to the breakdown in relations between a pupil and their school’. (Pat Day, Inclusion Leader, Birmingham City Council)
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