School Population Characteristics

Background Information in relation to behaviour and attendance

Although, Telford and Wrekin inherited many areas of strength from the old authority e.g. good SEN provision, administration and practice, there were some areas where there was need for further input particularly in the areas of exclusions and attendance.

Exclusions

In the two year proceeding Local Government Reorganisation 95/96 and 96/97 there had been 94 and 74 pupils permanently excluded respectively. At the end of the first term of the new authority and the completion of academic year 97/98 a further 83 pupils had been excluded (see table Two).

Telford and Wrekin inherited an exclusion rate that was at that national average in the primary phase but was twice the national average in the secondary phase. Tables Three and Four give a clear indication of Telford and Wrekin in comparison to the national situation.

In addition to the high levels of permanent exclusions there was variable practice in the management of exclusions between schools, no authority wide data on fixed term exclusions significant number of pupils who had been without a school place for over six months. Consequently, there were a group of pupils who at sixteen had had only limited access to education at Key Stage 4 and left full time education with no qualifications.

Other groups at risk of social exclusion

Children and Young People Public Care

At the start of the new authority there was no systematic data collected on attainment or the attendance of this group of young people. There were limited opportunities for the sharing of data about this group or systems for supporting their attainment and ensuring access to education.

School age parents and pregnancy

At the time of the Local Government Reorganisation there was no authority wide data on this group and variable practice meant that some pregnant pupils were able to complete their education whilst others had part time tuition or totally outside of education with the consequent effect on their attainment and future education and employment prospects. There was no coherent and consistent system for ensuring that these pupils were tied into provision to meet either their health or education needs and there was no access to childcare outside of their immediate family.

Young Carers

There is a significant number of school age children who are the main carers or share responsibility for caring, for their parents or siblings. This group has often gone unnoticed by the rest of society and consequently their own emotional and educational needs have been neglected. There is now growing evidence of the needs of this group and a number of agencies are now responding to these identified needs.