will check receipt of documentation, and participants will
give an idea of their background and experience, including
contacts with supplementary schools and community organisations,
and extent of school exclusions. Significant data and patterns
of racial discrimination. An institutional problem rather
than a fault in the pupil or family.
will consist of highlights from the documentation through
a combination of statistical and anecdotal evidence. Institutional
racism to be considered as the prime element in the mistreatment
of certain groups.
to explore personal views of the wasteful, destructive effect
of exclusions on pupils & teachers and schools &
incidents – more effective management – through reflection
and role play.
of more effective ways of managing classroom relationships
& behaviour and promoting self-discipline & and
a sense of the occasion.
Circulars 10/99 & 11/99 & related documents.
the legal and procedural framework of school exclusions
and consequently how to resist them.
life case studies – discussion & preparation of the
pupil’s case. These are based on cases we have been involved
in. The papers are used on a confidential basis with the
express permission of the pupils and their parents.
in questioning, presentation and summing up.
is an important part of exposing weaknesses in the school’s
case for excluding the pupil. Effective presentation combines
a knowledge of the facts with an appreciation of the principles
of natural justice that should be observed by the school
in deciding to exclude. The final summing up is a brief
outline of the main points you want the adjudicators to
consider in finding for the pupil.
will hear from other participants and the facilitators how
they did – the emphasis here is on being positive and constructive.
the facilitators wish to hear from course participants
how well they found the course suited to their needs –
from the pre-course pack to the conduct of the course
itself as well as the participants’ plans to practice
and refine their skills.
Aims and Objectives
nature and extent of school exclusions, and their effect on
individuals, families, schools and communities.
dynamics of school behaviour and how best to deal with classroom,
corridor and playground incidents.
gaps between policy and practice in relation to Behaviour/Discipline,
Sex Education and Drugs Education.
relationship between Special Educational Needs (SEN) and exclusion,
and the significance of Independent Education Plans (IEPs).
racism as a factor in the exclusion of Black students.
role of mentors, mediators, counsellors – marginal containment
or mainstream transformation?
outside agencies such as Education Welfare, Drugs Intervention
Units & Youth Offending Teams, and enlisting their services
for students and their families.
students and their families throughout the process – partnership,
empowerment, belief and respect.
the different skills necessary in a range of formal and informal
law, the guidance and the procedures governing school exclusions.
preparation through face-to-face interviewing and examining
advocacy/representational role at Governing Body Discipline
Committee and Independent Appeal Panel hearings. Acting as
the CEN ethos throughout the above – modelling respect for
others. Believing and believing in the student. Affirming
the student’s central role.
should study the CEN Website to understand the nature and
extent of school exclusions as wasteful, destructive and
need to study the pre-course package of materials which include
statistical data and reference to significant cases.
should acquire DfES Circulars 10/99 Social Inclusion: Pupil
Support, and 11/99 Social Inclusion: the LEA role in
Pupil Support – from the Department for Education and
Skills Tel 0845 602 2260 and Fax 0845 603 3360.
should ask the LEAs where they live for copies of the LEA
School Exclusions Policy and data covering school exclusions,
including fixed term and permanent exclusions broken down
by age/stage, sex and ethnicity, and alternative arrangements
including Pupil Referral Unit (PRU) placements.
review of pre-course preparation
exercise on classroom incidents and teacher/school responses
Circulars 10/99 and 11/99 and related documents
of formal hearing procedures
life case studies (on a strictly confidential basis) for practice
in questioning, presentation and summing up.
will be able to offer advice as required. Trainees may wish
to accompany CEN workers to hearings to observe the process
at first hand.
Registration and coffee
and Unwaged: 15.00
Employees of small charities (Fewer than 6 workers) 40.00
Employees of large charities 50
Employees of statutory organisations 100.00
20% discount for members and negotiable rates for group bookings.
CEN can provide locally based tailor-made advocacy courses
for parents groups and community organisations as well as
for schools and local authorities at fees to be negotiated.
Details on request.
CEN personnel are available for seminars, workshops and conferences.
Information/study packs can be provided along with recommendations
for future action. Details on request.
CEN can provide a range of courses covering personal development,
conflict resolution, restorative justice, inclusive schooling
etc for students, parents, teachers and governors, all aimed
at developing a sense of community and enhancing self-esteem
and positive social and working relationships.
here for the 'One day exclusions Advocacy Training Course
- APPLICATION FORM