DfE Attendance and Absence Codes

Attending the School

• / \ – Present: Indicates that the pupil is present at the school. “/” is used for the morning session and “\” for the afternoon session. Pupils are marked as present if they are in school during registration, even if they leave afterwards.
• L – Late Arrival Before the Register Closes: Used when a pupil arrives late but before the register is closed. Schools should discourage lateness and monitor patterns of late arrival.

Attending a Place Other Than the School

• K – Attending Education Provision Arranged by the Local Authority: Used when a pupil is attending educational provision arranged by the local authority at a place other than the school. Examples include attending courses at college or alternative provision like home tutoring.
• V – Attending an Educational Visit or Trip: Indicates that a pupil is attending an educational visit or trip arranged by or on behalf of the school. The activity must be supervised by school staff.
• P – Participating in a Sporting Activity: Used for pupils attending an approved sporting activity. The activity must be educational and supervised by a qualified individual.
• W – Attending Work Experience: Used when a pupil is attending work experience as part of their education. The work experience must be approved and supervised appropriately.
• B – Attending Any Other Approved Educational Activity: Covers other approved educational activities that are not sports or work experience. Examples include attending taster days or courses at another institution.
• D – Dual Registered at Another School: Used for pupils registered at more than one school. This code indicates that the pupil is attending another registered school, such as a pupil referral unit or special school.

Authorised Absence Codes

• C1 – Leave of Absence for Regulated Performance or Employment Abroad: Indicates authorised leave for participating in a performance or employment abroad with appropriate licensing or exemption.
• M – Leave of Absence for Medical or Dental Appointment: Used when a pupil is absent for a medical or dental appointment. Parents are encouraged to schedule appointments outside school hours where possible.
• J1 – Leave of Absence for Interviews: Used for attending an interview for employment or admission to another educational institution.
• S – Leave of Absence for Studying for a Public Examination: Granted for study leave for public examinations. Schools should ensure provision is available for pupils who wish to revise at school.
• X – Non-Compulsory School Age Pupil Not Required to Attend: Used for pupils who are not of compulsory school age and are not expected to attend school for every session.
• C2 – Leave of Absence for a Part-Time Timetable: Used when a pupil is on a temporary part-time timetable agreed between the school and parents.
• C – Leave of Absence for Exceptional Circumstances: Granted at the school’s discretion for exceptional circumstances not covered by other codes, such as family emergencies.
• T – Parent Travelling for Occupational Purposes: Used for pupils travelling with parents engaged in a trade or business that requires them to move frequently.
• R – Religious Observance: Used for absences on days set apart for religious observance by the pupil’s religious body.
• I – Illness: Covers absences due to physical or mental health-related illnesses. Schools may request evidence if the authenticity of the illness is in doubt.
• E – Suspended or Permanently Excluded with No Alternative Provision: Used for pupils suspended or excluded without alternative educational provision made.

Absent – Unable to Attend Due to Unavoidable Cause

• Q – Lack of Access Arrangements: Used when a pupil cannot attend due to a local authority’s failure to provide necessary access arrangements.
• Y1 – Transport Not Available: Used when the transport normally provided by the school or local authority is unavailable.
• Y2 – Widespread Disruption to Travel: Used for absences due to local, national, or international travel disruptions.
• Y3 – Part of the School Closed: Used when part of the school premises is closed, and pupils cannot be accommodated.
• Y4 – Whole School Site Unexpectedly Closed: Used for unexpected school closures, such as those caused by adverse weather conditions.
• Y5 – Pupil in Criminal Justice Detention: Used when a pupil is in police detention or youth custody.
• Y6 – Unable to Attend Due to Public Health Guidance or Law: Used when attendance is contrary to public health guidance or prohibited by law.
• Y7 – Any Other Unavoidable Cause: Used for absences due to emergencies or unavoidable causes not covered by other codes.

Unauthorised Absence Codes

• G – Holiday Not Granted by the School: Used for unauthorised holidays taken without the school’s approval.
• N – Reason for Absence Not Yet Established: Used when the reason for absence is unknown. Schools must update this code once the reason is ascertained.

Absent in Other or Unknown Circumstances: Used for absences without an acceptable reason or where the reason given is not satisfactory.

• U – Arrived After Registration Closed: Used when a pupil arrives after the register has closed but before the end of the session.

Administrative Codes

• Z – Prospective Pupil Not on Admission Register: Used to set up registers in advance for pupils joining the school. It is not used for statistical purposes.
• # – Planned Whole School Closure: Used for planned closures such as holidays, weekends, or INSET days. Not collected for statistical purposes.

Before I start, I would like to note that the Local Authorities (LA) are dealing with unprecedented applications for EHCP assessments after nearly one and half decades of severe funding challenges. There are many committed professionals in LAs trying to do their very best in very challenging circumstances. As such, trying to work together is always recommended and sometimes a reasonable approach is the best approach.

An Education, Health, and Care Plan (EHCP) is a legally binding document designed for children and young people in England who have special educational needs or disabilities (SEND). It outlines the child’s needs and the support required to meet those needs.

The process of obtaining an EHCP is governed by statutory timelines to ensure timely assessment and provision of support. Here is a very short overview of the statutory timelines and stages in the EHCP application process, as well as the a few comments on the rights of parents and schools if a local authority (LA) does not meet these timelines:

EHCP Statutory Timelines in England

Request for Assessment:

• Timeline: A request for an EHCP assessment can be made by the child’s parents, the young person themselves if over 16, or by the school.
• Decision to Assess: The local authority must decide whether to carry out an EHCP assessment within 6 weeks of receiving the request.

Notification of Decision:

• Timeline: The LA must inform the parents or young person of its decision to conduct an assessment or not within the 6-week period. If the decision is to not assess, the LA must explain the reasons and inform parents of their right to appeal the decision.

Conducting the Assessment: T

• Timeline: If the LA agrees to assess, they must gather information from relevant parties such as educational professionals, health and social care services, and the parents or young person themselves. This assessment must be completed, and a decision about issuing an EHCP must be made within 16 weeks of the initial request.

Issuing a Draft Plan:

• Timeline: If the LA decides to issue an EHCP, they must send a draft plan to the parents or young person. This draft should be provided no later than 16 weeks after the initial request. The draft EHCP does not include the school or educational institution’s name yet, allowing parents and young people to express their preferences.
• Consultation with Schools: The LA must consult with the school or educational institution preferred by the parents or young person and must allow 15 days for comments and representations from them.
• Issuing the Final EHCP: Timeline: The final EHCP must be issued within 20 weeks of the initial request for an assessment. The final EHCP should include the name of the educational setting agreed upon.

Rights and Actions if Timelines are Not Met

If the local authority does not adhere to these statutory timelines, parents and schools have specific rights and actions they can take:

• Contacting the Local Authority: Parents and schools should initially contact the LA to inquire about delays and request a prompt resolution.
• Complaint to the Local Authority: If the issue is not resolved, a formal complaint can be made to the LA. Most LAs have a complaints procedure outlined on their website.
• Mediation: Mediation services can be sought to resolve disputes. Mediation is a less formal way of resolving disagreements without going to a tribunal.
• Appealing to the Special Educational Needs and Disability Tribunal (SENDIST): Parents have the right to appeal to the SEND Tribunal if: The LA decides not to conduct an assessment. The LA decides not to issue an EHCP after the assessment. There is disagreement about the contents of the EHCP. The timelines have not been adhered to, impacting the child’s education.
• Involvement of the Local Government and Social Care Ombudsman: If there are significant delays or procedural failures by the LA, a complaint can be made to the Local Government and Social Care Ombudsman.
• Judicial Review: In extreme cases, where there is a significant failure by the LA to fulfill its statutory duties, a judicial review can be sought. This is a legal challenge in the High Court and usually requires legal representation. ( A bit extreme, I know)

Many will already be aware of the concept of the compassionate leader and know the part that the unspoken word plays in communication. There are numerous examples of research that suggest compassionate leadership is impactful and that communication is as much about what is unspoken than spoken. For example:

• According to Trzeciak, Mazzarelli and Seppälä (2023) a compassionate leadership supports employees to increase performance (Trzeciak, Mazzarelli and Seppälä, 2023) and;
• Mehrabian, suggests that only a small portion of communication relies on words, with the majority conveyed through nonverbal cues such as tone of voice and body language (Mehrabian, 1971).

But how often do leaders or organisations take the time to plan to be compassionate or consider why unspoken communication is important? Leaders and coaches should be aware of the need, and be trained where necessary, to use these skills effectively.

What is compassionate leadership?

A  compassionate leader is, as you might expect, compassionate but they also create a culture of compassion in all people in the organisation (Poorkavoos, 2016). It’s everyone’s responsibility to create an ‘organizational culture’ (Schein, 2010) that is:

• compassionate and positive, and,
• purposefully looks for signs that indicate the opposite may be the case.

By doing this the compassionate leader and compassionate workforce is:

• Taking measures to further support wellbeing in an organisation and facilitating personal growth and development (Rogers, 1957).
• Developing the ‘… sustained and practical determination to do whatever is possible and necessary to help alleviate their suffering’ (Sogyal, Gaffney and Harvey, 2017).

Advantages and Concerns about Compassionate Leadership.

Leaders can be concerned about compassionate leadership’s perceived disadvantages like:

• The fear of being ‘taken advantage’ or ‘not being taken seriously’ (Management Consulted, 2022), amongst others.

Yet the advantages include (but are not limited to):

• Better health, ‘vitality and cognitive function’ for the workforce and leaders who are ‘kinder and more generous –  tend to have higher incomes’  (Trzeciak, Mazzarelli and Seppälä, 2023)
• The staff body develop greater ‘…trust … influence…’ and belief ‘… in the company vision’ (Management Consulted, 2022).
• Decrease in staff absence. (Trzeciak, Mazzarelli and Seppälä, 2023).

Why understanding unspoken communication is important

Noticing the unspoken word is an important skill for a coach and, as you might expect, coaching academics write regularly on concepts like ‘noticing’ (Van Nieuwerburgh, 2020) and ‘intuition’ (Starr, 2021) in coaching. These are skills that can be utilised by the leader too.

If the unspoken word is left unsaid and not addressed in an organisation, it can harbour the vulnerabilities and insecurities (Brown, 2012) that may inhibit colleagues from moving forward in a positive and fulfilling manner, and potentially the organisation. Understanding this is important because effective communication provides ‘psychological safety’ (Edmondson, 1999), where individuals feel comfortable expressing concerns, fears, or aspirations. This can be achieved through compassionate leaders who does not judge, stigmatise, or reduce our place within our place of employment (Tehan, 2007)

The dangers of interpreting the unspoken word

Some caution needs to be raised because spoken and unspoken communication can be misinterpreted. Research suggests:

• That we interpret behaviours etc. based on our previous interactions with that person (Hassin, Uleman and Bargh, 2005). As such, leaders’ interpretations may be biased and the response misjudged.
• ‘Transference’ (where the coach sees the qualities of others in the client) and ‘countertransference’ (where the coach adopts the behaviours of the client) (Clutterbuck, Whitaker, and Lucas (2016) can occur in the coaching room and coaches should be aware of this danger at all times. This is something that compassionate leaders should also be aware of.

As such, when interpreting the spoken and unspoken word the compassionate leader requires many skills and heightened levels of self-awareness and the ability to self-reflect.

How do you start to develop a compassionate culture?

According to the research in Harvard business School, there are strategic approaches that can be taken to develop a compassionate culture. These include:

• ‘Start small … its not a major time commitment.
• ‘Be thankful … [it] keeps our eyes open…’ to when people can be compassionate.
• ‘Be purposeful … [about it and ask]… what … [and]  how …’ you can assist the person.
• ‘Find common ground …’ and help those not within your own sphere or team.
• ‘See it. Celebrate compassion in your organization…’

(Trzeciak, Mazzarelli and Seppälä, 2023)

Developing leaders that are compassionate and sensitive to communication can positively influence the organisation, the work force and support their own career path.

Reference list

BrownBrené. (2012). Daring Greatly : How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. Penguin Publishing Group.

Clutterbuck, D. and Megginson, D. (2011). Coach maturity: An emerging concept. The handbook of knowledge-based coaching: From theory to practice, pp.299–313.

Dutton, J.E. and Spreitzer, G.M. (2014). How to be a positive leader : small actions, big impact. San Francisco: Berrett-Koehler Publishers.

Edmondson, A.C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44, pp.350–383.

Hassin, R.R., Uleman, J.S. and Bargh, J.A. (2005). The new unconscious. Oxford ; New York: Oxford University Press.

Macnuaght, M. (2024). Annual Leave Statistics UK 2023 & 2024: How Much Time Do We Take Off Work? [online] Timetastic – A blog about taking and managing time off work. Available at: https://timetastic.co.uk/blog/annual-leave-statistics/ [Accessed 13 May 2024].

Management Consulted (2022). Compassionate Leadership: Model, Benefits, & Examples. [online] Management Consulted. Available at: https://managementconsulted.com/compassionate-leadership/ [Accessed 13 May 2024].

Mehrabian, A. (1971). Silent Messages Implicit Communication of Emotions and Attitudes. Wadsworth Publishing Company.

Poorkavoos, M. (2016). Compassionate Leadership: What Is It And Why Do Organisations Need More Of It? Compassionate Leadership. [online] Available at: https://affinityhealthhub.co.uk/d/attachments/2-compassionate-leadership-booklet-1558606680.pdf [Accessed 13 May 2024].

Rogers, C. (1957). The Necessary and Sufficient Conditions of Therapeutic Personality Change. TACD Journal, 17(1), pp.95–103. doi:https://doi.org/10.1080/1046171x.1989.12034347.

Schein, E.H. (2017). Organizational Culture and Leadership. 5th ed. Hoboken, New Jersey Wiley.

Sogyal, R., Gaffney, P. and Harvey, A. (2017). The Tibetan book of living and dying. London: Rider Books.

Starr, J. (2021). Coaching Manual: Your Step-by-step Guide to becoming a Great Coach . 5th ed. Harlow: Pearson Business.

Tehan, M. (2007). The Compassionate Workplace: Leading with the Heart. Illness, Crisis & Loss, 15(3), pp.205–218. doi:https://doi.org/10.1177/105413730701500303.

Trzeciak, S., Mazzarelli, A. and Seppälä, E. (2023). Leading with Compassion Has Research-Backed Benefits. [online] Harvard Business Review. Available at: https://hbr.org/2023/02/leading-with-compassion-has-research-backed-benefits#:~:text=People [Accessed 13 May 2024].

Van Nieuwerburgh, C. (2020). INTRODUCTION TO COACHING SKILLS : a practical guide. S.L.: Sage Publications.

In all areas of leadership and coaching, the ability to actively listen is a crucial skill that can make or break a professional relationship. The benefits, however, are like the western saloon doors of the old Hollywood movies: two way. It helps the coach and leader to understand, empathise, and respond to the needs of the person in front of them more effectively. It also supports the leader to achieve the goals or aims that are interlinked to the performance of others.

Ok … But why should a leader be interested in listening to what other people think or feel?

The leaders and coaches/mentors could simply tell them others to do. However, when people feel heard, they are more likely to engage in self-reflection, which is a critical part when supporting personal growth. Listening also encourages people to articulate their thoughts and feelings, which can lead to greater self-awareness and clarity about their goals and the steps needed to achieve them. As well as foster the trust and openness needed to find the changes needed to support strong progress.

Many leaders and coaches will know how difficult it is to keep the ‘noise of a busy day’ from slipping into their minds during meetings and coaching sessions. But they should strive to block out the rest of the world to listen. Why? Because, for some, this may be the only uninterrupted time with a leader that they have that is dedicated to focusing on their challenges that person faces. They deserve your attention and time.

Understand First and Opinions last.

Leaders can be notorious at ‘knowing the answer’ before the issue is discussed. However, as Stephen Covey said, ‘Seek first to understand, then to be understood’ (Covey, 2005 P.273). Because ‘all roads lead to Rome’ and the direction that the leader in a position of seniority previously took, may not now be the right way. Also, by allowing the person to decide, the leader is showing that they have truly heard. Obviously, there are caveats that need to be considered here, like legislation and safety etc.

Listening (and indeed leadership and coaching) requires an understanding of the current goals, aspirations, and challenges that the person faces. Active listening helps the leaders and coach to go deeper, to delve into that person’s perspective. But it’s not just about hearing the words but also about noticing the nuances of both the spoken and unspoken communication, because these can reveal that which is hidden (deliberately or not) and understanding this can lead to breakthroughs in the leadership and coaching process.

Effective listening equips leaders and coaches to offer the tailored  guidance that may be needed. This should always be done with the other person’s  permission. It’s polite and empowering for the colleague in front of you. But instead of giving feedback, which often manifests itself into telling them what to do, ‘hold up a mirror’ (Roll 2015) to the person. Reflect back to them that which they have said, communicated or done. Without judgement! This allows the staff member or coachee to see/hear what they have said, done or communicated and gives them the time to reflect upon it and, if needed, hone their thinking or actions.

Active Listening Techniques that can make a difference.

• Environment: plan an environment that supports the active listening by preventing interruptions, shutting the email off, put your phone in the draw, even leave the building if needs be.
• Deliberately Choose to Engage: use eye contact, nod, shake your head, take a breath in, use short words or phrases like ‘OK,’ Tell me more’ etc. But not in the day dream responses that we have all seen in meetings. This works in two ways. The leader shows they are listening by using a these but equally the leaders is looking for non-verbal cues from the person speaking to try to further understand that person’s position.
• Paraphrasing and Summarising: Repeat back to the person in order to ensure accurate understanding and show you have heard what has been said.
• Mirroring or Matching: By subtly reflecting back the person’s movements, pitch, and tone of voice etc., you can show that you are listening.
• Open Questions: Ask open-ended questions that avoids those the ‘yes or no’ response that are often used to lead or cajole a desired response.

Listening is a strategic tool to support others. It helps leaders to create a space where the client or colleague can express themselves and feel understood. In doing so, it helps develop deeper relationships that supports all in their drive for greater efficacy in the work place or coaching session.

Bibliography

Covey, S.R. (2005). The 7 Habits of Highly Effective people: a Personal Workbook. London: Simon & Schuster.

Cuncic, A. (2024). 7 Active listening techniques for better communication. [online] Verywell Mind. Available at: https://www.verywellmind.com/what-is-active-listening-3024343 [Accessed 8 Apr. 2024].

Doyle, A. (2022a). Active Listening Definition, Skills, and Examples. [online] The Balance. Available at: https://www.thebalancemoney.com/active-listening-skills-with-examples-2059684 [Accessed 8 Apr. 2024].

Doyle, A. (2022b). What Are Listening Skills? [online] The Balance. Available at: https://www.thebalancemoney.com/types-of-listening-skills-with-examples-2063759 [Accessed 8 Apr. 2024].

Levitt, D.H. (2002). Active Listening and Counselor Self-Efficacy. The Clinical Supervisor, [online] 20(2), pp.101–115. doi:https://doi.org/10.1300/j001v20n02_09.

Mackie, D. (2016). Strength-based leadership coaching in organizations : an evidence-based guide to positive leadership development. London ; Philadelphia: Kogan Page.

O’Bryan, A. (2022). How to Practice Active Listening: 16 Examples & Techniques. [online] PositivePsychology.com. Available at: https://positivepsychology.com/active-listening-techniques [Accessed 8 Apr. 2024].

Rhodes, C. and Fletcher, S. (2013). Coaching and mentoring for self‐efficacious leadership in schools. International Journal of Mentoring and Coaching in Education, 2(1), pp.47–63. doi:https://doi.org/10.1108/20466851311323087.

Roll, E. (2015). MIRROR TECHNIQUES. [online] Elizabeth A. Roll. Available at: http://www.elizabetharollcoaching.com/blog/2015/2/2/mirror-techniques [Accessed 11 Nov. 2022].

Starr, J. (2021). Coaching Manual: Your Step-by-step Guide to becoming a Great Coach . 5th ed. Harlow: Pearson Business.

Van Nieuwerburgh, C. (2020). INTRODUCTION TO COACHING SKILLS : a practical guide. S.L.: Sage Publications.

www.lumiacoaching.com. (2003). The Coach and Client Partnership: Holding Up a Mirror and a Flashlight | Lumia. [online] Available at: https://www.lumiacoaching.com/blog/the-mirror-and-the-flashlight-coaching#:~:text=The%20mirror%20held%20up%20in%20coaching%20shows%20clients [Accessed 8 Apr. 2024].

www.revolutionlearning.co.uk. (n.d.). What is Effective Listening? – Listening Skills Articles. [online] Available at: https://www.revolutionlearning.co.uk/article/what-is-effective-listening.

In the dynamic landscape of modern business, charities, and education, staying ahead requires more than just having a talented team and a solid strategy. It demands continuous learning, adaptation, and a commitment to growth at both individual and organisational levels.

Hiring an external coach can provide numerous benefits for any organisation looking to enhance performance, drive growth, and cultivate a culture of continuous improvement.

However, why hire an external coach or mentor instead of training your own coaches

Quicker & Easier

Firstly, it is quicker, easier and can give you faster access to trained and experienced coaching or mentoring. An ILM Level 7 or 5 executive coach will typically take 18 months plus to qualify. This level of study can also be a significant strain on your workforce. Having qualified as a Level 7 (masters level) Executive Coach, I can honestly say that anyone wanting to study as at this level should not enter it lightly! It takes it’s pound of flesh, blood and all!

Sometimes a Challenge needs a Fresh Pair of Eyes

An external coach brings a fresh pair of eyes to your organization, as well as diverse experiences and insights gained from working with various clients and industries. This outsider perspective can uncover blind spots, challenge assumptions, and innovative solutions to existing problems.

Specialists & Accountability – coaches are indeed specialists in more ways than one.

They often specialise in specific areas such as leadership development, team building, or conflict resolution. By leveraging their expertise, organisations can address targeted challenges more effectively.

A key role of an external coach is to hold individuals accountable for their goals and commitments. By establishing clear objectives and action plans, coaches help employees stay focused and motivated to achieve results. This accountability partnership can support a culture of accountability throughout the organization.

Confidentiality – yep, you heard it … not telling others,,

As much as we probably don’t want to admit to it, confidentiality within an organisation is not always guaranteed and employees are naturally wary of revealing weaknesses, concerns and frustrations to someone else in the organisation. Yet, confidentiality is essential in a coaching relationship.

An external coach adheres to strict ethical guidelines, ensuring that all discussions and information shared remain confidential. As a result this supports a safe environment for employees to discuss, explore and seek guidance.

Let’s not forget the need for impartiality!

Unlike internal managers or colleagues, external coaches generally offer more impartial feedback (sorry for bringing that up!) because they more unlikely to have preconceived notions about the team members or the organistion’s culture. Thus allowing them to provide what can be more honest assessments and constructive criticism. This impartiality again reates a safe space for individuals to reflect on their performance and identify areas for improvement without fear of judgment.

Cost effective – I know, it sounds counter intuitive doesn’t it!

Finally, external coaches are a cost-effective solution. While hiring a qualified and experienced external coach may seem like an additional expense, it can ultimately be more cost-effective. Compared to investing in extensive training programmes or hiring new trained staff, coaching offers a more targeted and sustainable approach to development.

By investing in the growth and development of existing employees through coaching and mentoring, businesses can maximize their ROI and cultivate a high-performing workforce.

Commissioning a Special Educational Needs (SEND) review can provide numerous benefits for a school.

Firstly, it can (and generally does) challenge the school’s SEND ‘accepted norms or practice’. These are generally accepted ‘truths’, assumptions, practices, and other things that have become ‘that’s just how we do it.’ Which can often be holding back the practice in the school.

Its more than just about strengths and areas for development

A comprehensive SEND review should obviously help the school to identify its strengths and areas where improvement is needed, and the guidance given should be based on both compliance. But equally it should be based on what is best practice. Why? Because commissioning a SEND review should not be a ‘race to the bottom’ but support schools to raise the ambitions of all professionals; to ensure that that it is always about providing an exceptional (not just compliant) SEND provision.

Its about building the review around you.

The review Backdrop Leadership Group starts with you and listens to your needs. We know that often you know your school better than anyone else and that you will already have a good idea of where the strengths and weaknesses you have.

So why commission an external review in this case? Because by being listening to staff, it includes and reassures, increases their confidence and can help springboard the required action that the students with SEND need but are often finding it difficult to achieve. Not forgetting, it often helps get to the nub of the issue quicker.

The external review also brings capacity, objectivity, and challenge. In every setting there is a hierarchy, which is required, but the reviewer can fearlessly give suggestions because they have the benefit of expertise, guidance, and examples of best practice to support their opinions.

‘Backdrop has helped us to develop our content to support raising standards for our education … As well as providing value for money they are extremely knowledgeable and professional. CEO of a Multi Academy Trust

It will help foster inclusivity and strategic working across the school.

A good review not only looks at the OfSTED reports, school data, and the key policies and documents that relate to SEND. It also checks how the culture of SEND across the school. Checking to see how the website promotes inclusivity and if the SEND practice has permeated into other policies like the ‘Behaviour Policy’. This is because a SEND review should champion an inclusive environment across the school community and schools should and can work towards creating a more welcoming and inclusive learning environment where all students feel valued and supported.

‘The day included productive discussions around SEN provision that was developmental and professional. Solutions were suggested based around lines of enquiry that were revisited throughout the day, including the debrief. This focus ensured clear and realistic targets could be set.’ Headteacher, Middle School.

It should be part of a long term strategic plan.

I would recommend that, when commissioning a SEN review, all schools should think of it as being part of a strategically planned programme, which also includes regular reviews to monitor the progress, evaluate the impact of the review.

‘An excellent process. Challenging but very supportive…a good experience’ Executive Headteacher

This is why the Backdrop Leadership Group review document is designed to be referred back to at least three times and includes an easy-to-use system to demonstrate progress since the last visit. The review is also now generally commissioned to include a series of ‘support and challenge days.’ These days do as ‘it says on the tin’ but also provide stepped feedback on how the school is progressing.

Overall, commissioning a SEN review demonstrates a commitment to providing high-quality education for all students, regardless of their individual needs, and can ultimately lead to better outcomes for students with special educational needs .

As an experienced school leader, I would encourage you to spare one moment to consider the impact of formalised coaching and mentoring can have on your established and aspirational educational leaders. Rhodes C. & Fletcher S. (2013) noted that implementing a structured coaching and mentoring programme for aspirant, early career, and experienced leaders like headteachers can boost confidence, self-efficacy, and retention. 

This aligns with my experience, reinforcing my belief that coaching and mentoring can make a difference for you and your school leaders through coaching. 

I am a testament to the impact of coaching and mentoring.

My journey from failing all but two ‘O’ Levels at school to running a school was long. I passed Chemistry and Physics and I have no idea how! Upon reflection, what is clear was the transformative power that coaching and mentoring played in this journey and I am grateful to individuals like David T, David E, Janet M, Chris M, and George C and others. Who took it upon themselves coach and mentor me. I would like to publicly thank them for giving me the space and time out of incredibly busy working and personal environments, to discuss explore and learn.

Why share this personal journey? 

Because I firmly believe that coaching and mentoring was one major reason for my change from a directionless school leaver (who was asked to leave my Sixth Form because of missing an ‘A’ Level lesson to go see Tiffany, but that is a different story) to a successful school leader. However, I was lucky, I had mentors who could give me the time and space I needed. However, the education world is busier than ever before, and that time to support leaders and future leaders is more difficult to find. Yet I know that professional coaching and mentoring will help school leaders.

How does it help? What can a coachee gain from professional and qualified coaching? It helps by:

• increasing individual efficacy
• improving self confidence
• reducing stress
• reducing stress related absence

There are other benefits for the employer who commissions the coaching, because it can:

• enhance recruitment
• improve retention
• and support wellbeing

What do the leaders who have been coached or mentored say about it?

A headteacher said in his feed back about coaching:

…the biggest benefit from the coaching has been the ability of the sessions to streamline my thinking…make it useable and effect real change in my leadership and school improvement.

One deputy headteacher noted about his coaching:

‘I am able to self-reflect more easily and identify potential solutions to problems…I lift my head to see the bigger picture more now.’

This trust level leader said about the mentoring she received:

‘I have found reflection and preparation time within coaching very useful…the opportunity to go back to my original goals and targets, and ensure that the work I am doing is productive and efficient rather than ‘busy work’.’ 

Give your leaders the time and space to explore and address their challenges

How much time do you or your staff give yourself to consider those big challenges? I would encourage you to make one change that can support your leaders to make a real difference through professional coaching and mentoring.

Because, as one Head of Faculty noted, coaching has:

‘… really helped me to [give me time to] clarify the processes of strategic thinking and to internalise [establish as core questions] the sorts if questions I should ask myself when tackling a problem.’

I would encourage you to make the change to professional coaching and mentoring across your community.

What are Thinking Errors?

Thinking errors, also known as cognitive distortions, are patterns of biased or irrational thinking that can contribute to negative emotions and behaviours. These errors in thinking can lead individuals to perceive reality inaccurately, often in a way that reinforces negative beliefs or emotions.

Common examples of thinking errors or cognitive distortions are:

1. ‘All-or-Nothing Thinking (Black-and-White Thinking): seeing situations in extreme terms, without recognizing any middle ground. It’s either outstanding or a disaster!

2. Overgeneralization: making broad and sweeping conclusions based on limited evidence or a single incident. For example, one negative event leads to the belief that similar events will always have negative outcomes.

3. Catastrophizing: expecting the worst possible outcome, even when the evidence does not support such a grim conclusion. It involves magnifying the importance or severity of a situation.

4. Personalization: taking responsibility for events that are beyond one’s control or assuming that negative events are a direct result of personal shortcomings.

5. Mind reading: coachees assuming that they know what others are thinking or feeling without any evidence to support such assumptions. Which can lead conflict.

6. Discounting the positive: ignoring or downplaying positive events or personal accomplishments, attributing them to luck rather than recognizing one’s own abilities.

7. Emotional reasoning: believing that because you feel a certain way, it must be true. For example, “I feel like a failure, so I must be a failure.” (Beck, 1963) (Seltzer, 2017)

8. Should Statements: setting strict and unrealistic standards for oneself or others, leading to feelings of guilt, frustration, or disappointment when these standards are not met.

9. Labelling: Using negative labels to describe yourself or others based on specific behaviours, instead of considering the broader context or the that things can change.

How can Coaching help coachees to address thinking errors?

Identifying and challenging these thinking errors is a key component to addressing those thoughts. By recognizing and correcting distorted thinking patterns, coachees can develop more balanced and realistic perspectives, leading to healthier emotions and behaviours.

Coaching can be a valuable tool in helping individuals address and overcome thinking errors. For example:

1. Increased awareness: through questioning and reflective exercises, coaches assist individuals in recognizing when they are engaging in distorted thinking.

2. Challenge and reframe: once thinking errors are identified, coaches work with coachees to challenge and reframe these distorted thoughts. Supporting coachees to explore alternative, more balanced perspectives can help them develop a more realistic and constructive view of situations.

3. Goal Setting and action planning: by breaking down larger objectives into manageable steps, individuals can avoid the all-or-nothing thinking error and experience a sense of accomplishment along the way.

4. Mindfulness and self-awareness practices: these practices can help coachees observe their thoughts without judgment, fostering a greater understanding of their thinking patterns and facilitating the process of change.

5. Accountability and support: coaching can provide a supportive and non-judgmental environment for coachees to explore and address thinking errors and by offering guidance and encouragement throughout the process.

6. Skill-building: coaching may teach specific cognitive-behavioural techniques or skills to help coachees manage thinking errors more effectively

7. Values Clarification: this can contribute to a more meaningful and purpose-driven life, reducing the impact of thinking errors that may be incongruent with one’s core values.

8. Feedback and perspective-sharing: Often termed as ‘holding up a mirror’ to the coachee, coaching provides constructive feedback and offer alternative perspectives, helping coachees gain new insights into their situations. This external perspective can be crucial in breaking through entrenched thinking patterns.

By combining these coaching strategies, individuals can develop a greater understanding of their thinking processes, learn to challenge, and reshape distorted thoughts, and ultimately make positive changes in their behaviour and emotional well-being. The coaching relationship provides a supportive and collaborative space for personal growth and transformation.

Reference/Bibliography

LCSW, J.M. (2022). Emotional Reasoning: When the Mind Mistakes Feeling for Fact. [online] Virginia Counseling — Midlothian VA and Online. Available at: https://www.vacounseling.com/emotional-reasoning/ [Accessed 8 Jan. 2024].

Psychology Tools. (n.d.). resource. [online] Available at: https://www.psychologytools.com/resource/emotional-reasoning/ [Accessed 8 Jan. 2024].

Seltzer, L. (2017). What’s ‘Emotional Reasoning’—And Why Is It Such a Problem? [online] Psychology Today. Available at: https://www.psychologytoday.com/us/blog/evolution-the-self/201706/what-s-emotional-reasoning-and-why-is-it-such-problem [Accessed 8 Jan. 2024].

Bringing mobile phones into schools comes with positive and negatives and this article is meant to stimulate thought and discussion around the ‘both sides of the mobile phone fence’. It focused on ‘mobile phones’ but much of what is said here is also true for mobile devices like ‘smart watches’ etc.

I accept that some will agree and disagree with what has been said here. That’s life’s rich tapestry!

School’s Current Polices

I am sure that there are many different mobile phone policies in schools across our ‘green and pleasant lands’. However, in many cases, I suspect that schools are be advising something similar to this:

• Students should not bring expensive or valuable mobile phones to school, as the school will not take responsibility for any loss or damage that occurs.
• If they are brought in, mobile phones must be turned off and not used during school hours, which may including breaks and lunchtime.
• If a school allows the phones on site, they may be allowed to be used for learning enhancing activities in the classroom, when the teacher gives permission.
• In exceptional circumstances, where there is a specific need for a student to have a mobile phone, schools may have arrangements in place to allow some students to keep their phone on them and switched on. For example, the parents of children with diabetes and students with diabetes are ever more increasingly monitoring the medical condition using mobile phones. It is not uncommon now for a parent call their child if they have a ‘high’ or a ‘low’ reading and to ask that child to take reparative action to address this.

What are to pros to having mobile phones in schools?

There are pros to having mobile phones in schools. These are some:

• Enhanced communication: Mobile phones allow students to easily communicate with their parents, guardians, and emergency services in case of any urgent situation. I myself am guilty of sending messages to my children to inform them of last minute changes to arrangements or to remind them of something they needed to now or remember.
• Health: as previously discussed, mobile phones can be excellent tools to manage and support medical conditions like diabetes. This benefit alone will make it unlikely that a blanket ban on mobile phones in schools will happen in schools in England. Not without, clearly defined exceptions.
• Access to information: With mobile phones, students have quick access to online resources that enable them to research and gather information efficiently.I have seen my own children use phones to find information for an assignment .
• Educational tools: Mobile phones can be utilised as educational tools for many different age ranges. Using apps and platforms that facilitate learning, including language learning apps (Duolingo), educational games (Reading Eggs), and interactive study and revision materials (GCSEpod).
• Organization and time management manage their time effectively: Students can use their phones to set reminders, create to-do lists, and schedule events and assignments. Possibly improving their productivity and helping them stay on top of their homework. For example: Many schools use electronic homework tools, apps that provide instant access to the student’s timetables on and so on. Anyone who has worked in schools before the modern app that includes timetables, will know the daily chore of reprinting lost timetables or talking to parents about homework they had not idea their child had. Parents can be better informed about the homework that their child has been set
• Collaboration: Mobile phones enable students to collaborate with their peers on group projects or assignments, regardless of their physical location.

What are to cons to having mobile phones in schools?

There are, as you can imagine, here is a representation of the cons.

• Distraction: Mobile phones can be a major source of distraction for students during class.
• Cheating: Mobile phones can provide students with an easy way to cheat on tests or exams.
• Health concerns: There are ongoing debates about the potential long-term effects of mobile phone use, including the risk of cancer and other health issues.
• Inequality: Not all students may have access to mobile phones, creating a digital divide among students. Although, I suspect this is less of an issue in secondary schools now.
• Privacy concerns: Mobile phones can raise privacy concerns, as students may inadvertently share personal or sensitive information through messages, social media posts, or other digital platforms.
• Safeguarding: There are more than one safeguarding concerns related to the use of mobile phones in schools, including but not limited to:
• Cyberbullying: Mobile phones can be used as a tool for cyberbullying, with students using them to send harassing or threatening messages, share inappropriate content, or engage in online harassment.
• Abusive relationship, coercive and controlling behaviour may be supported by the ability to track, monitor and contact a victim.
• Inappropriate sharing of haring of nude and semi-nude images and/or videos: Students may access or share inappropriate content, including explicit photos or videos, through their mobile phones.
• Online predators: Mobile phones provide students with constant internet access, which can make them more vulnerable to online predators who may try to groom, track or exploit them.

What can schools do to support students, staff and parents.

These may seem obvious, but they are the building blocks for managing mobile phones in schools.

• Establish clear guidelines: Develop and communicate clear guidelines outlining when and how mobile phones can be used on school premises. And stick to them!
• Set appropriate acceptable usage policies: It is important to set policies that promote responsible mobile phone usage, ensuring that students use them for educational purposes and not for distractions.
• Educate students on digital citizenship: School leaders should emphasize the importance of responsible digital citizenship, teaching students about the potential risks and benefits of using mobile phones and how to navigate them safely.
• Promote alternative learning tools: Encourage the use of alternative technologies, such as tablets or laptops where possible.
• Monitor and address misuse: Implement monitoring systems to identify and address any misuse or inappropriate behavior related to mobile phone use. Not easy when older students understand how to use virtual private networks (VPNs) and because they don’t need your school’s WiFi network any more!
• Collaborate with parents/guardians: Involve parents and guardians in discussions about mobile phone use in schools, seeking their input and addressing any concerns they may have.
• Continued professional development: Provide ongoing training and professional development for teachers, equipping them with strategies and resources to keep children safe and support the school’s policy.