Elton (1989)

Notes on the text
Preliminary pages Contents, Foreword, Membership, Summary
Recommendations
Chapter 1 The enquiry
Chapter 2 The nature of the problem
Chapter 3 Teachers
Chapter 4 Schools
Chapter 5 Parents
Chapter 6 Pupils
Chapter 7 Attendance
Chapter 8 Police
Chapter 9 Governors
Chapter 10 Local education authorities
Chapter 11 Government
Appendix A Written evidence received
Appendix B Witnesses
Appendix C Visits
Appendix D(i) Teachers and Discipline Part I
Appendix D(ii) Teachers and Discipline Part II
Appendix E Selected bibliography
Appendix F Behaviour policies

London: Her Majesty's Stationery Office 1989
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

Recommendations
[pages 20 - 53]

These are listed in the order in which they appear in the full text of our report and should be read in conjunction with it.

[KEY: PP: Pupils; T: Teachers; HT: Head Teachers; S: Other school staff; GS: Governors; PT: Parents; L: LEAs; TT: Teacher trainers; CC: Curriculum councils; GT: Government; SEAC: School Examinations and Assessment Council; 3.28: reference in text]

3 TEACHERS

R1 Teachers and their trainers should recognise and apply the principles of good classroom management. (T; TT; 3.28)

R2 Initial teacher training establishments should give full weight to the personal qualities required for effective classroom management, particularly the potential ability to relate well to children, when selecting applicants. (TT; 3.32)

R3.1 Initial teacher training establishments should encourage students to undertake a period of pupillage, or other work with children, before starting their courses. (TT; 3.34)

R3.2 Schools should offer opportunities for intending teachers to undertake such pupillage. (HT; 3.34)

R4 The Secretaries of State should, when reviewing the criteria for the approval of initial teacher training courses, incorporate the following requirements:

R4.1 all courses should contain compulsory and clearly identifiable elements dealing in specific and practical terms with group management skills; (TT; GT; 3.37)

R4.2 these elements should aim to enhance students' skills in relating to pupils by increasing their understanding of group behaviour and the techniques available to manage it; (TT; GT; 3.37)

R4.3 they should involve practical learning methods, and the skills which effective group management is based on should be an explicit part both of college work and school experience; (TT; GT; 3.37)

R4.4 teaching practice should be systematically used to consolidate these skills; (TT; GT; 3.37)

R4.5 the development of the ability to relate well to pupils should be a key consideration in assessing a student's overall competence to teach. (TT; GT; 3.37)

R5 When reviewing the criteria for the approval of initial teacher training courses, the Secretaries of State should specify a minimum requirement for regular classroom teaching experience for staff providing training in teaching skills equivalent to one term in every five years. (TT; GT; 3.40)

R6 Initial teacher training establishments should introduce students to the concept of peer support and its uses. (TT; 3.43)

R7 LEAs should ensure that their induction programmes for new teachers take full account of the need to provide on- and off-the-job training in classroom and group management skills. (L; 3.46)

R8 If the proposals in the consultative document on Qualified Teacher Status are implemented:

R8.1 governing bodies should take full account of the personal qualities of candidates when appointing or recommending the appointment of licensed teachers; (GS; 3.48)

R8.2 induction programmes for such teachers should be strongly reinforced with tailored in-service training, particularly in the area of classroom management. (L; 3.48)

R10 Urgent consideration should be given, by all the interested parties, to establishing a framework of relationships between teachers and their employers which will reduce the risk of future industrial action to a minimum. (L; GT; Professional Associations; 3.66)

R11 The Secretaries of State should consider introducing legislation to clarify the legal basis of teachers' authority. (GT; 3.74)

R12 The Secretaries of State and LEAs should give due weight to the serious implications of any actual or predicted teacher shortages (whether specialist, regional or general) when considering future pay levels and conditions of service for the profession. (L; GT; 3.86)

R13 The Secretaries of State, LEAs, governors and headteachers should encourage the recruitment of teachers from minority ethnic backgrounds. (HT; GS; L; GT; 3.87)

4 SCHOOLS

R14 The School Management Task Force should ensure that management training programmes for headteachers and other senior staff give specific emphasis to personnel management in its broadest sense and to the management of institutional change. (L; School Management Task Force; 4.21)

R15 Headteachers should review and, wherever necessary, improve channels of communication within the school and between the school and parents, governors, the community and outside agencies. (HT; 4.25)

R16 Headteachers should use all the means available to them to build up a sense of community in their schools and to encourage staff, governors, parents and pupils to play an active part in that community. (HT; 4.28)

R17 Headteachers should:

R17.1 take the lead in defining the aims of the school in relation to standards of behaviour; (HT; 4.32)

R17.2 create the conditions for establishing the widest possible measure of agreement on these standards and how they will be achieved; (HT; 4.32)

R17.3 ensure that these standards are consistently applied throughout the school. (HT; 4.32)

R19 Headteachers should promote the development of both management support and peer support within the staff team, and the professional development of its members. (HT; 4.36)

R20 In making all major management decisions, headteachers should consider their likely effects upon the commitment and morale of teachers and pupils. (HT; 4.37)

R21 Headteachers and teachers should, in consultation with governors, develop whole school behaviour policies which are clearly understood by pupils, parents and other school staff. (T; HT; GS; 4.51)

R22 Schools should ensure that their rules are derived from the principles underlying their behaviour policies and are consistent with them. (T; HT; GS; 4.55)

R23 Schools should strike a healthy balance between rewards and punishments. Both should be clearly specified. (T; HT; GS; 4.56)

R24 Pupils should learn from experience to expect fair and consistently applied punishments for bad behaviour which make the distinction between serious and minor offences apparent. (T; HT; 4.57)

R25 Headteachers and teachers should ensure that rules are applied consistently by all members of staff, but that there is flexibility in the use of punishments to take account of individual circumstances. (T; HT; 4.58)

R26 Headteachers and teachers should avoid the punishment of whole groups. (T; HT; 4.59)

R27 Headteachers and teachers should avoid punishments which humiliate pupils. (T; HT; 4.60)

R28 Headteachers and staff should:

R28.1 be alert to signs of bullying and racial harassment; (T; HT; S; 4.66)

R28.2 deal firmly with all such behaviour; (T; HT; S; 4.66)

R28.3 take action based on clear rules which are backed by appropriate sanctions and systems to protect and support victims. (T; HT; S; 4.66)

R30 All parties involved in the planning, delivery and evaluation of the curriculum should recognise that the quality of its content and the teaching and learning methods through which it is delivered are important influences on pupils' behaviour. (T; HT; GS; L; CC; GT; SEAC; 4.71)

R31 The Secretaries of State should ensure that the National Curriculum offers stimulating programmes of study suitable for the full ability range. (CC; GT; 4.77)

R32 Schools should not use rigid streaming arrangements to group their pupils by ability. They should take full account of the implications for pupil behaviour when reviewing their arrangements for grouping pupils. (T; HT; 4.84)

R33 Schools should:

R33.1 distribute their teaching and other resources equitably across the ability range; (T; HT; 4.85)

R33.2 provide a range of rewards accessible to pupils of all abilities. (T; HT; 4.85)

R35 The Secretaries of State should ensure that multi-cultural awareness and equal opportunities become identifiable cross-curricular themes and are used to promote the attitudes on which respectful and tolerant behaviour are based. (CC; GT; 4.93)

R36.1 The Secretaries of State should ensure that personal and social education is effectively covered as a cross-curricular theme within the National Curriculum. (CC; GT; 4.97)

R36.2 Schools should also provide personal and social education programmes outside the National Curriculum. (T; HT; GS; 4.97)

R37 Secondary headteachers and teachers should base pastoral systems on the strengths of the traditional integrated academic, welfare and disciplinary role of the teacher. (T; HT; 4.103)

R38 Secondary headteachers and teachers should identify clear aims for the use of tutorial time. These aims should include reinforcing the school's behaviour policy. (T; HT; 4.105)

R39 Headteachers and teachers should:

R39.1 recognise the importance of ascertaining pupils' views; (T; HT; 4.106)

R39.2 organise systems for doing so and for taking the information gathered into account in the management of the school. (PP; T; HT; 4.106)

R41 Headteachers and teachers should ensure that pastoral care in schools is characterised by a healthy balance between challenge and support for pupils. (T; HT; 4.110)

R42 Initial teacher training establishments should introduce all their students to basic counselling skills and their value. (TT; 411)

R43 LEAs should provide in-service training in basic counselling skills for senior pastoral staff at least. (L; 4.111)

R44 Headteachers and staff should adopt comprehensive policies for the care of premises, with responsibilities allocated to specific people, including pupils. (PP; T; HT; S; 4.117)

R45 LEAs and governing bodies which employ school staff should include the repair of minor damage and the removal of graffiti in the duties of caretaking staff where such arrangements do not already exist and can be negotiated. (S; GS; L; 4.117)

R46 Headteachers and teachers should recognise the importance of displaying pupils' work in creating an attractive environment, increasing pupils' self-esteem and fostering a sense of ownership of the premises. (T; HT; 4.117)

R47 The Secretaries of State, LEAs and governing bodies with responsibility for buildings should ensure that school buildings are designed with durability (consistent with attractiveness), ease of maintenance, avoidance of circulation bottlenecks and good sightlines for the supervision of pupils in mind. (GS; L; GT; 4.121)

R48 LEAs and governing bodies with responsibility for buildings should ensure that large scale maintenance and other building work are carried out only with due notice after consulting the headteacher and, whenever possible, in the school holidays. (GS; L; 4.123)

R49 The government, in its expenditure plans, should give explicit encouragement to LEAs and governing bodies with responsibility for buildings to ensure that adequate funds are made available for the maintenance of school premises.(GS; L; GT; 4.124)

R50 LEAs and governing bodies with responsibility for buildings should help schools to create a better environment for both staff and pupils by providing soft floor coverings and other noise reducing features wherever possible. (GS; L; 4.125)

R51 Headteachers and their senior management teams should recognise the importance of efficient and sensitive timetabling as a management tool which can be used to reduce problems of circulation, supervision and classroom management. The annual timetabling cycle should involve thorough consultation with staff. (T; HT; 4.130)

R52.1 Senior staff should be visible and strategically placed during mass circulation periods between lessons. (T; HT; 4.133)

R52.2 Headteachers and teachers when moving about the school should be aware of and take responsibility for pupils' behaviour. (T; HT; 4.133)

R53 Headteachers should ensure that pupils have access to school buildings outside lesson times. (HT; 4.134)

R54 LEAs and governing bodies which employ school staff should ensure that midday supervisors are given adequate training in the management of pupils' behaviour. (S; GS; L; 4.137)

R55 The government, in its expenditure plans, should give explicit encouragement to LEAs to ensure that adequate funds are made available for lunchtime supervision. (L; GT; 4.139)

R56.1 LEAs should devolve the funding of lunchtime supervision to schools. (L; 4.140)

R56.2 Headteachers should use these funds to devise schemes which meet the needs of their schools and encourage participation by teachers. (T; HT; 4.140)

R57 Headteachers and teachers should ensure that parents receive positive and constructive comments on their children's work and behaviour as a matter of course. (T; HT; 4.144)

R58 When disciplinary problems arise, headteachers and teachers should involve parents at an early stage rather than as a last resort. (T; HT; PT; 4.145)

R59 Teachers should recognise that pupils' behaviour at home may differ markedly from their behaviour at school. They should take this into account when discussing pupils with their parents. (T; HT; 4.146)

R60.1 Headteachers and teachers should develop an active partnership with parents as an aid to promoting good behaviour. (T; HT; PT; 4.152)

R60.2 They should ensure that their schools provide a welcoming environment for parents. (T; HT; 4.152)

R60.3 Particularly in primary schools, they should encourage parental involvement in the classroom and in home learning schemes. (T; HT; PT; 4.152)

R61 Headteachers and teachers should develop policies to secure easy access to them by parents and good communications between them and parents which go beyond the provision of formal parents' evenings. (T; HT; 4.153)

R62 Schools should ensure that:

R62.1 written communications to parents are in a language easily understood by them; (T; HT; 4.154)

R62.2 where significant numbers of parents use first languages other than English, communications are in these languages as well as in English. (T; HT; 4.154)

R64 Headteachers should ensure that their schools' behaviour policies are communicated fully and clearly to parents, who should be reminded of them regularly and informed of any major changes to them throughout their child's school career. (HT; 4.155)

R65 Headteachers should use re-entry agreements, specifying the conditions under which an excluded pupil can be re-admitted to school, as a means of ending indefinite exclusions. (PP; HT; PT; 4.160)

R66 In appropriate cases, LEAs and headteachers should make time available for home visits by teachers, who should consult with the education welfare service and other agencies where necessary. (T; HT; L; 4.161)

R67 LEAs, headteachers and governing bodies should give serious consideration to providing community access to school facilities, where it does not already exist, as a means of fostering good relations with parents and the wider community. (HT; GS; L; 4.164)

5 PARENTS

R68 The government, LEAs, governors and headteachers should consider means of impressing on parents that the ways in which they bring up their children are likely to have a significant influence on their behaviour in school. Parents should recognise the need to: (HT; GS; L; GT; 5.15)

R68.1 provide firm but affectionate guidance in the home, which is most likely to produce the attitudes on which good behaviour in school can be based; (PT; 5.15)

R68.2 ensure that they set a good and consistent example to their children by their own behaviour; (PT; 5.15)

R68.3 avoid permissive or harshly punitive responses to aggressive behaviour, particularly by boys, which can encourage attitudes which are incompatible with schooling. (PT; 5.15)

R69.2 Governors and headteachers should ensure that education for parenthood is fully covered in school personal and social education programmes. (HT; GS; 5.17)

R70 The government should develop a post-school education strategy aimed at promoting socially responsible parenthood. (GT; 5.18)

R71 Parents should take full advantage of all channels of communication made available by schools and develop good working relationships with teachers in order to help their children to become constructive members of the school community. (T; HT; PT; 5.21)

R72 Parent-teacher associations should ensure that their activities are accessible and rewarding to as many parents as possible. (T; HT; PT; 5.24)

R73 Parents should make every effort to attend parents' evenings and annual parents' meetings. (PT; 5.27)

R74 The government should explore the possibilities for imposing on parents civil liability for their children's acts in school. (GT; 5.34)

6 PUPILS

R75 Headteachers and teachers should give pupils every opportunity to take responsibilities and to make a full contribution to improving behaviour in schools. (PP; T; HT; 6.8)

R76 Headteachers and teachers should encourage the active participation of pupils in shaping and reviewing the school's behaviour policy in order to foster a sense of collective commitment to it. (PP; T; HT; 6.9)

R77 The Secretaries of State, LEAs and schools should ensure that records of achievement give due weight to a wide range of achievements and personal qualities. (T; HT; L; GT; 6.14)

R78 Employers should give balanced consideration to the full range of a young person's achievements when appointing school leavers. (Employers; 6.14)

R79 Schools, LEAs and employers should increase their cooperation in developing means of increasing pupils' motivation, such as compacts. (T; HT; L; Employers; 6.16)

R80 Pupil records should cover their pastoral as well as their learning needs. They should be in a format which could be adopted by schools and LEAs throughout England and Wales. (T; HT; L; GT; 6.20)

R81 All local authorities should ensure that adequate provision for pre-school education for severely disadvantaged children is available in their areas. (L; Local Authorities; 6.22)

R82 The government should evaluate preventive schemes aimed at primary age children with a view to encouraging the development of such schemes if they are found to be effective. (GT; 6.25)

R83 All LEAs and schools should ensure that the special educational needs of pupils with emotional and behavioural difficulties are assessed and met. (T; HT; L; 6.36)

R84 LEAs should set and maintain an establishment of educational psychologists adequate to achieve the target of six months for the processing of statements of special educational needs specified in the draft circulars recently issued by the DES, the Department of Health and the Welsh Office to replace DES Circular 1/83 and Welsh Office Circular 5/83. (L; 6.37)

R85 LEAs and schools should ensure that the learning needs of pupils involved in disruptive behaviour who may not be suffering from emotional and behavioural difficulties are properly identified as part of any plan for remedial action. (T; HT; L; 6.38)

R86 All LEAs should review the alternative provision that they make for the most difficult pupils. In determining future patterns of provision they should take full account of: (L; 6.53)

R86.1 the need to provide adequate, appropriate and cost-effective support for schools and individual pupils; (L; 6.53)

R86.2 the importance of keeping pupils in and, if they are removed, returning them to mainstream schools wherever possible; (L; 6.53)

R86.3 the balance between the inherent disadvantages of off-site units and the need to maintain a minimum number of off-site places; (L; 6.53)

R86.4 the benefits that can accrue from the work of support teams in mainstream schools with access to on-site units; (L; 6.53)

R86.5 the need to ensure that support teams are adequately resourced to carry out their work effectively. (L; 6.53)

R88 On- and off-site units should take full account of the recommendations in this report wherever they are appropriate. (T; HT; 6.57)

R89 Teachers should take account of the gender differences involved in pupils' behaviour, for example by not reinforcing attention-seeking and aggressive behaviour. (T; HT; 6.62)

R90 Headteachers and staff should work to create a school climate which values all cultures, in particular those represented in it, through its academic and affective curricula. (T; HT; S; 6.63)

R91 Teachers should recognise the potential for injustice and the practical dangers of stereotyping certain kinds of pupils as troublemakers. (T; HT; 6.64)

R92 Teachers should guard against misinterpreting non-verbal signals and speech patterns of pupils from different cultural backgrounds. (T; HT; 6.65)

R93 Teachers should avoid modelling any kind of insulting or discriminating behaviour. (T; HT; 6.66)

R94 LEAs and governing bodies which employ school staff should regard the racial harassment of pupils or colleagues by teachers or other staff as a disciplinary offence. (GS; L; 6.67)

R95 Broadcasters should take full account of their educational responsibilities for the content of all television programmes, including those broadcast after 9.00 pm. The Broadcasting Standards Council should encourage them to do so. (Broadcasters; BSC; 6.74)

R96 Teachers and parents should make active use of television as an educational resource, reinforcing the positive messages presented by programmes and encouraging children to become more discriminating and critical viewers. (T; PT; 6.76)

R97 Parents should monitor and, where necessary, restrict their children's access to network, cable, satellite or video material transmitting violent or other antisocial messages. (PT; 6.77)

R98 The government should continue to monitor research findings on links between children's diets and behaviour and should take appropriate action if any causal connections are identified. (GT; 6.83)

7 ATTENDANCE

R99 Headteachers and teachers should make full use of education welfare officers to maximise attendance. (T; HT; L; 7.10)

R100 Senior school staff should carry out frequent random attendance checks on individual lessons. (T; HT; 7.11)

R101 Governors should obtain regular reports on attendance, including internal truancy, with a view to encouraging and supporting action by the school. (HT; GS; 7.12)

R102 All LEAs should regularly gather data on attendance at their schools and should use this information to plan the deployment of their resources in the most effective ways to improve attendance. (L; 7.13)

R103 Those designing school-based computerised information systems should take account of the possibilities of including programmes for monitoring attendance in them. (T; HT; L; 7.14)

R104 All LEAs should maintain adequate numbers of education welfare officers to ensure that cases of unjustified absence can be followed up systematically and promptly. (L; 7.16)

R105 LEAs and chief officers of police should jointly consider the use of 'truancy sweeps' as a means of maximising school attendance and reducing juvenile crime in local circumstances. (L; Police; 7.17)

R106 The government should review the penalties for the illegal employment of school age children with a view to substantially increasing penalties for employers, especially those who make use of illegal child labour during school hours. (GT; 7.18)

8 POLICE

R107 All LEAs and schools should recognise the practical and educational value of good relations with the police and promote the development of school-police liaison projects. (T; HT; L; Police; 8.9)

9 GOVERNORS

R108 When governors choose to draw up a written statement of general principles for a school's behaviour policy, they should take account of the principles of good practice identified in this report as well as the professional advice of the headteacher and the chief education officer. (HT; GS; L; 9.7)

R109 Governors should obtain regular reports on the standards of behaviour in their schools from headteachers. (HT; GS; 9.8)

R110 Governors' annual reports should contain a section on the standards of behaviour in and attendance at the school. (GS; 9.9)

R111 In selecting applicants for interview and appointing headteachers, or recommending them for appointment, governors should take care to select only those candidates who have the leadership and management qualities necessary for establishing whole school behaviour policies on the lines set out in this report. (GS; 9.17)

R112 In selecting applicants for interview and appointing other teaching staff, or recommending them for appointment, governors should take care to select candidates temperamentally suited to staff team work and mutual support and able to form relationships with pupils based on mutual respect. (GS; 9.18)

R113 In making or recommending appointments, governors should give full weight to the professional advice offered by chief education officers and headteachers. (HT; GS; L; 9.19)

R114 LEAs and governing bodies which employ contractors should make adherence to the relevant parts of the school's behaviour policy a condition for the letting or renewing of contracts. (GS; L; 9.20)

R115.1 Governors and LEAs should recognise that teachers who are unable, with the training and support recommended in this report, to control their classes in a school should cease to be employed in that school. (GS; L; 9.22)

R115.2 In such cases, as in all personnel matters, governors should follow professional advice on good employment practice. (GS; 9.22)

R116 LEAs should ensure that governors' training includes their role in forming school behaviour policies and in the appointment and dismissal of staff. (L; 9.23)

R117 Governors should take full advantage of the training opportunities which are becoming available to them. (GS; 9.23)

10 LOCAL EDUCATION AUTHORITIES

R118 All LEAs should provide effective management consultancy services for headteachers. (L; 10.6)

R119 LEAs should develop information systems covering pupils' behaviour in their schools which will enable them to make timely and effective use of their consultancy and support services. (L; 10.11)

R120 If an LEA is convinced that a breakdown of discipline has occurred or is likely to occur in a school, it should not hesitate to use its powers of intervention under section 28 of the Education (No. 2) Act 1986. (L; 10.13)

R121.1 LEAs should develop effective strategies for supporting the behaviour policies of their schools based on clear aims and procedures and backed up by the necessary communication systems and resources. (L; 10.15)

R121.2 They should regularly evaluate these strategies in relation to their aims and the perceptions of schools, parents and pupils of the quality of service being provided. (PP; T; HT; PT; L; 10.15)

R122 LEAs should ensure that schools and education welfare officers establish regular pastoral contacts and early warning systems to identify pupils 'at risk' at the earliest possible stage, so that preventive action can be taken. (T; HT; L; 10.16)

R123 LEAs should, wherever possible, ensure continuity of family and school contacts by using education welfare officers to service clusters of secondary and related primary schools. (L; 10.17)

R124 LEAs should encourage closer working relationships between schools and educational psychologists to develop consultancy services providing advice on the management of behaviour in groups and in the school as a whole. (T; HT; L; 10.18)

R125 Local authorities should promote better coordination between the various local agencies dealing with pupils with behaviour or attendance problems and their families. (L; Local Authorities; 10.19)

R126 LEAs should encourage schools and youth services to explore the possibilities for developing closer links within particular catchment areas and, where appropriate, for basing youth workers in schools. (T; HT; L; 10.21)

R127 LEAs should make the improvement of the motivation and self esteem of lower achieving pupils one of the objectives of their careers services. (L; 10.22)

R128.1 LEAs and schools should select supply teachers with as much care as full-time staff. (HT; L; 10.25)

R128.2 LEAs should provide them within in-service training in classroom management. (L; 10.25)

R129 In order to increase the amount of in-service training undertaken out of school hours, the Secretaries of State should consider the extent to which it would be possible to finance such training from savings achieved by a consequential reduction in the use of supply teachers to replace full-time teachers absent on in-service training courses. (GT; 10.29)

R130 LEAs should make it their normal practice to attach individual supply teachers to specific schools or groups of schools. (L; 10.31)

R131 Headteachers and teachers should ensure that schools provide a welcoming and supportive environment for supply teachers and adopt a code of practice for the use of supply teachers based on the model provided in this report. (T; HT; 10.33)

R132.1 An LEA/DES/Welsh Office working group should be set up as soon as possible to develop serious incidents reporting systems with the aim of having a pilot system in place by September 1989. (L; GT; 10.39)

R132.2 As soon as possible thereafter, all LEAs should establish serious incidents reporting systems and should monitor and act upon the information that these systems provide. (L; GT; 10.39)

R133 LEAs and governing bodies which employ school staff should establish clear procedures for dealing with attacks on staff by pupils, members of pupils' families or intruders. (GS; L; 10.42)

R134.1 In considering whether to refer cases of physical attack on school staff to the Crown Prosecution Service, chief officers of police should take into account the effects of their decisions on staff morale as an aspect of public interest. (Police; 10.45)

R134.2 The Crown Prosecution Service should also take staff morale into account as an aspect of public interest when deciding whether to prosecute such cases. (CPS; 10.45)

R135 LEAs and governing bodies which employ school staff should, either through insurance cover or ex-gratia payments, ensure that adequate compensation is available to school staff for non-accidental injury, or for damage to their motor vehicles or other belongings which they bring into school but cannot be expected to supervise properly while they are working. (GS; L; 10.46)

11 THE GOVERNMENT

R136 The Secretaries of State should commission research to investigate the relationships between school staffing levels, class size and pupils' behaviour. (GT; 11.18)

R137.1 The DES and Welsh Office should systematically monitor for five years the operation of the procedures for the exclusion of pupils from schools established by the Education (No. 2) Act 1986. (GT; 11.29)

R137.2 At the end of this period the Secretaries of State should decide, in the light of all the evidence then available, what amendments, if any, should be made to these provisions. They should act sooner if the accumulating evidence warrants it. (GT; 11.29)

R138.1 The appropriate Secretary of State should require any LEA which directs the reinstatement of a permanently excluded pupil to a school against the wishes of the headteacher and governing body to supply him with a written report of the circumstances contributing to this decision within 14 days. (L; GT; 11.30)

R138.2 The headteacher should be asked to supply his own account to him within the same period. (HT; GT; 11.30)

R138.3 Similar procedures should apply in cases where the governing body directs the reinstatement of a permanently excluded pupil against the wishes of the headteacher. (HT; GS; L; GT; 11.30)