Heads ‘should challenge each other’ to end off-rolling

Local school leaders need to work together and challenge each other to end off-rolling, a leading head has said. Stephen Munday, president of the Chartered College of Teaching, spoke ahead of tomorrow’s launch of a new code which aims to tackle such problems. Tes reports.

The Framework for Ethical Leadership in Education has been drawn up by a high-powered commission set up by the Association of School and College Leaders in 2017.

Mr Munday, who is also the chief executive of The Cam Academy Trust in Cambridgeshire, told Tes: “The ethical framework is very helpful and important because it enables us all to have a jointly understood and agreed way of looking at all of this.

“The Charted College absolutely sits in the middle of all that because it’s the profession leading the profession, setting the profession’s standards, and being collegiate, including challenging ourselves absolutely where that is appropriate, and we should be prepared for that.”

He said the framework will work “so much better in proper local groupings where you have got a commitment to work in certain ways, and in our local context that doesn’t mean we won’t have some robust debates with each other sometimes about what should or shouldn’t happen”.

Mr Munday said that all the schools in his area work together to “seek to ensure that we don’t have permanent exclusions from any of our schools”.

One approach that Mr Munday said had proved “fundamental” in his area was to devolve resources that would have been used for out-of-school provision to mainstream schools, in return for them taking responsibility for pupils who might otherwise have been excluded.

Read more Heads ‘should challenge each other’ to end off-rolling

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Comments

  1. Anonymous

    It is to their credit that all the schools in the Cam Trust work together to “seek to ensure that we don’t have permanent exclusions from any of our schools”. It would be interesting to see the protocol (FAP) that underpins this arrangement, particularly if this includes schools outside the trust. It should also set out how the needs of pupils who have difficulties integrating within main stream school communities are supported.

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