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You read ‘Health of Children’ in category ‘Essay examples’ The schools went to, however , determined only between 4% and 6% of pupils overall with some type of mental well being difficulty, suggesting some under-identification.

This might move some way to explaining for what reason schools struggle to manage the behaviour and attendance of some pupils, if they are certainly not correctly determining their problems and offering for them. 5. The 99 Mental Health Foundation distribution Bright futures defined kids who are mentally healthful as capable of: ¢ develop psychologically, psychologically, intellectually and spiritually ¢ initiate, develop and support mutually satisfying personal interactions ¢ use and enjoy isolation ¢ see others and empathise with them ¢ play and find out develop a sense of proper and incorrect ¢ handle (face) concerns and setbacks and learn from their store. [4] five. Health solutions, social companies and colleges all work with different conditions to describe students and their conditions. There are many explanations of the term ‘mental overall health difficulty’ which range from the remarkably categorised, frequently used by many overall health services, to people based on even more descriptive conditions which are common in educational institutions and other educational settings. 6th. ‘Mental health’ and ‘mental health difficulties’ are more widely used terms within just health and sociable care.

Universities and local government bodies are significantly using the term ’emotional health and well-being’ with regards to both the attention they take of pupils plus the curriculum they supply. 7. The possible lack of shared meanings and understanding of mental health conditions, however , helps it be difficult for schools to distinguish and talk about these pupils. In a small percentage of main schools, young boys were precise as very likely to exhibit mental health problems, but most schools reported no pattern. Several secondary universities identified more girls who were depressed, self-harming or who had eating disorders.

Yet , no genuine gender distinctions were evident and children were equally likely to possess mental health problems which were noticeable in school. Whole-school approaches to endorsing good mental health almost 8. The best educational institutions promoted great emotional health and well-being by simply valuing and respecting every person. In the universities visited, those that embodied a value system that embraced all children discovered fewer kids with mental health problems. These schools advertised many and varied options for students to share their very own thoughts and feelings.

That they used the curriculum to produce pupils’ listening skills and an understanding of other people’s points of view: this culture permeated school life. Case study A primary school in a disadvantaged place had a qualified and supporting ethos where the personal development and emotional health and wellness of learners was incredibly effectively marketed. There was a powerful emphasis on expanding all pupils’ self-esteem and ensuring that they’d the language and opportunities to share their emotions and emotional needs.

The school council and staff had been concerned that some pupils did not include friends to try out with by break time. Very very good initiatives, which includes ‘Playground Buddies’ and a ‘Friendship Area’, were introduced in response to these concerns. The school worked very difficult to build up and maintain supportive interactions with parents and guardians, who sensed that the school was a very safe and caring place for the kids. The whole personnel, including educators, teaching assistants, administrative staff, catering staff, the site supervisor and cleaning staff contributed to this whole-school thos. being unfaithful. Pupils interviewed for the survey determined a lack of relationships and bullying as causes of emotional difficulties in school. In all the schools with good preparations for endorsing health and wellbeing, bullying has not been tolerated at any level. Pupils were able to discuss virtually any incidents where they sensed bullied and matters were discussed sensitively and settled speedily. During these schools the pupils particularly commented that they were cheerful at university because they could talk to an adult if they happen to have problems and know that action would be considered. 10.

All schools educated a programme of personal, cultural and well being education (PSHE). Nearly all major and exceptional schools reviewed some elements of anger supervision, conflict resolution, lovato and companionship difficulties through such programs. The dotacion was always at least satisfactory, and was good at over 50 % of all educational institutions visited. 14. Very few in the schools, however , tackled mental health issues specifically. These were missed for you to promote pupils’ general emotional well-being, particularly so in secondary colleges where there had been generally fewer opportunities to check out such problems.

Only a 3rd of the secondary schools went to taught PSHE programmes including topics including bereavement, pressure and intimidation. 12. The principal National Approach has provided training and curriculum materials for universities which concentrate on the interpersonal and mental aspects of learning. At the heart in the materials is a belief that positive actions requires a working, whole-school method of developing kid’s social, emotional and behavioural skills within a community that promotes the emotional wellbeing of all their members.

A number of the schools visited were involved in the pilot stage of this job to very good result. These universities were teaching pupils how you can understand their particular feelings and those of others, keep working at it when things became hard, resolve discord and deal with worries. Staff found ideal to start helpful and were within a good situation to ensure their very own pupils learned how to consider responsibility for their relationships and their learning. Following successful piloting, the Interpersonal and Mental Aspects of Learning (SEAL) program resource was performed available to almost all primary educational institutions in 06 2005. [5]

Case study 12 months 5 course explored what it felt like to participate in a new group. Pupils spoken freely of their own experience of signing up for clubs, going to a fresh school and trying to make new friends. They will used a good range of vocabulary to describe the good feelings associated with newness and change, which range from ‘scared’ and ‘excited’ to ‘apprehensive’ and ‘excluded’. Teams then prepared what they could put in a welcome bunch for a newcomer to their university. They provided careful thought to the kinds of information that would be helpful and also to the ways by which they, because individuals, could be supportive. several. No similar national system was observed in secondary universities although is currently being produced. Overall, second schools had been less good than principal and exceptional schools by tackling problems of mental health and health through whole-school initiatives. 13. In over half of the supplementary schools stopped at, behaviour guidelines created tension or stress for pupils. For example , in one school, exemption was a common response to difficult behaviour, as a result, the learners felt under-valued.

Schools made only limited efforts to realise a suitable programs to meet these pupils’ mental and learning needs. In one learning support centre in a school, learners were taught by unskilled staff in poor surroundings which contributed to their low self-esteem. In a PRU, Yr 11 pupils involved in a transition system jointly manage with the youth offending crew reported that they can were sent home about study keep two months just before their official leaving day, even though they were not choosing any formal examinations. They will felt unnecessary and this has received a negative effect on their self esteem, behaviour and attendance. five. A significant community of the secondary schools found ways to encourage emotional health and wellness through all their behaviour policies. For example , one particular large extra school was developing strategies to ensure that older pupils remained engaged using their school, though they were rapidly to leave. A group of Season 11 pupils received two days’ training to develop expertise of hearing and aiding pupils to find their own approaches to problems. The pupils subsequently provided a comfortable chance for pupils who were experiencing issues to confide in someone and share their concerns.

The trained listeners received an external certification award pertaining to completing their particular training. sixteen. One obstacle to bettering provision to get pupils’ emotional well-being was your low level of awareness among staff of its importance. Hardly any colleges were aware of the comprehensive guidance granted by the DfES in 2001. [6] Even fewer educational institutions had offered any personnel training to boost awareness of the difficulties and the approaches described in the guidance. 18. Training for personnel on mental health issues was bad in just over a third with the schools stopped at and good in only just under a quarter.

Most training were known to focus on handling pupils’ behaviour rather than about promoting an optimistic approach to relationships and managing conflicts. Yet , a few secondary mainstream and special universities were expanding an approach to conflict resolution based on ‘restorative justice’. This kind of ensured that, where there were conflicts, all points of look at were aired and discussed. The pupils valued this kind of: they experienced they can ‘have all their say’ and that their sights were highly regarded. The training programme for staff was effective: teachers and support personnel felt in a position to implement the programme effectively. 8. The National Healthy Schools Standard (NHSS) is in the primary of the government’s healthy educational institutions programme. [7] It was presented in Oct 1999 to compliment the instructing of PSHE and citizenship in universities and to give schools with practical approaches to create a secure and effective learning environment and reduce potential health hazards. One of its eight key areas of activity is usually emotional into the well-being (including bullying). Of significant concern, however , was the large numbers of schools inside the survey who had been not working towards meeting the normal. Only just more than a half had been ware the NHSS existed and, of such, only a really small group were doing work towards or perhaps had met the criteria intended for emotional health and well-being inside their school. nineteen. Small schools often had informal nevertheless effective preparations for recording and talking about concerns about pupils’ wellbeing. Staff quickly perceived changes in pupils’ behaviour, demeanour or progress. A crucial feature of those effective schools was the top quality of the connection between staff, for example among class educators, teaching assistants and the special educational requirements co-ordinator.

Recognising and featuring for individual needs Working in partnership with other firms 20. All schools and LEAs accepted the importance of working very well with specialists from the health and social companies. Joint dealing with these other firms was crucial in organizing and featuring for pupils’ individual needs. The challenge, however , for professionals by a range of disciplines was going to achieve a prevalent understanding of the issues of pupils with mental health difficulties. The following case study shows the benefits of effective joint working. Case study

A counsellor in a secondary school was working with a pupil who had referred herself for support. The pupil’s mother did not know this. A mental health member of staff from CAMHS, who proved helpful in a local clinic, was also dealing with the scholar and got into contact with the counsellor to see if they could work together with the student and mother or father. The counsellor discussed this with the pupil who provided permission for her mother to be contacted. Both experts became engaged in supporting the parent and child. The consistent approach agreed between your adults ensured more uncomplicated discussions and properly decided resolutions to problems. 1 . Many of the private sector organisations visited had been in a period of reorganisation as they set up Children’s Services to meet the requirements from the Children Act 2004. Practice is beginning develop to ascertain the joint planning and working in the middle of this legislation. For example , one LEA was developing multi-agency patch groups and prevalent referral procedures were being regarded as. Despite this, the survey confirmed that there was a long way to go to ensure that the legislative motives result in better practice in schools. 22.

Partnerships with external companies were unsatisfactory in nearly a quarter with the schools frequented and significant improvements were required in two thirds of them. Only a few of the secondary schools had good arrangements for multi-agency operating. Relationships between schools and social providers were especially variable. 23. Unsatisfactory interactions between educational institutions and other companies were personified by: ¢ the unavailability of cultural workers, even for vital cases ¢ schools’ inflexibilities in approaching the planning of programmes to satisfy the demands of some of their pupils ¢ frequent personnel changes extended waiting lists to get referrals ¢ reliance on personal relaxed contacts rather than agreed devices ¢ concerns relating to geographical boundaries which in turn remain uncertain. In the third of educational institutions where multi-agency work was good, all the agencies had found methods of resolving this kind of difficulties. twenty-four. The most effective strategies which promoted good joint working included regular, recurrent meetings attended by all agencies. Pupils’ needs were discussed and plans arranged and documented. Case study A Vulnerable Students’ Panel successfully identified pupils xperiencing mental health problems and provided appropriate multi-agency support to them. The panel met regular monthly and included representatives coming from a range of agencies. It was chaired with a deputy headteacher and a psychiatric doctor who was the manager from the school support centre. All school staff were informed confidentially regarding the students who was simply discussed which dissemination assisted further id. Decisions manufactured by the panel ensured that agencies had been deployed to work the majority of effectively within their areas of best competence and avoided pointless duplication of effort.

Important, the school and agency representatives were recharged with acquiring action and reporting back again on the success of the claims at the following meeting. This way each organisation was dependable to the -panel. 25. Identifying one person being responsible for co-ordinating and liaising with into the social companies helped interaction and made certain important information about pupils was disseminated successfully. 26. In a few LEAs, sites of professionals doing work in the same place met regularly to share powerful strategies.

They learnt about each other’s working methods and this offered a distributed understanding of issues. There was good practice in schools where a broad variety of professionals which include counsellors, experienced therapist, social workers and specialists were utilized by the school. Example A primary university had formal procedures for logging worries about a kid’s academic, personal, social or emotional expansion. A foster group also provided a way of identifying learners who might have mental overall health difficulties. The school used short-term charitable financing to employ children officer.

The lady maintained close links with households identified as getting in crisis and was therefore conveniently able to identify pupils at risk of developing problems in their psychological health and wellbeing. This approach urged partnership operating so that father and mother referred the youngster to the relatives officer, headteacher or unique educational demands coordinator if they happen to have concerns. 28. Regular visits by other professionals helped schools to recognize pupils who might be encountering mental well being difficulties. Example The headteacher attended the school’s breakfast club daily and a mental overall health worker attended once a week.

The club presented an effective way of identification through direct declaration of children and regular interaction with father and mother. 28. Sometimes other organizations initiated the joint functioning and the universities grasped the chance to participate. Example A consultant paediatrician by a local clinic initiated cooperation amongst distinct schools to advertise emotional literacy amongst students. The motivation was motivated by an attempt to deal with bullying, cited like a problem by many people children who have attended a healthcare facility.

The task, now in the fourth 12 months, involved learners from , the burkha school, exceptional school, high school graduation and the neighborhood tuition assistance. The project’s activities were based on paper prints which represented problems faced by pupils. They were motivated to develop listening skills, understand the perspective of others and to work out and compromise. Hospital staff encouraged conditions common vocabulary by acquaintances and the task fostered strong links between the health and education services. The effect was fewer individual recommendations to the hospital. Pupils who experienced bullying had been usually referenced directly to the project pertaining to support. 9. The pupils who were least mentally well were those who were taken or frustrated and who were underachieving because of this. Schools commonly identified students whose attendance was ineffective and who have did not take part fully at school life. Typically, these learners had handful of or no good friends and had been isolated in the play earth. However , they presented couple of challenges to teachers and, too often, their problems were not followed up. Handful of schools found non-attendance, lateness or slipping behind in course work and homework as indicative of deeper concerns. 30.

Universities relied excessive on simple methods to recognize vulnerable learners. Primary colleges, particularly, was adamant that they could identify these kinds of pupils easily because they will knew their very own pupils very well. 31. Simply a group of the extra schools used information from pupils’ past schools to help recognise individuals who might encounter mental wellness difficulties. Interactions with father and mother 32. A key to powerful identification and provision lay down in schools’ relationships with parents. Relates to parents and also other agencies were closest initially.

Home sessions, where father and mother could talk openly of the concerns and their children’s behaviour, and endeavours such as raising a child classes, recognized the identification of virtually any problems or difficulties. Since pupils grow up, schools found it harder to maintain such relationships, although there had been examples of incredibly good practice in primary, supplementary and particular schools. The main characteristics great practice were: ¢ home visits simply by teachers and also other support staff ¢ training for parents in developing healthier minds ¢ parental organizations ¢ standard meetings and telephone speak to co-ordination to agencies so that parents was required to attend only one meeting. 33. Parental support groups were specifically common in the schools frequented. In the following case study, the support groups were run with a local CAMHS team located in the school. The employees were able to speak with teachers although they were in the school and also to ensure that info on individual pupils was reviewed with them when appropriate. Case study A grouping of six father and mother met intended for ten two-hour sessions. The purpose of the group was to support parents enjoy rather than basically manage youngsters.

Parents discovered how to play childish games and promote their children, therefore strengthening their very own relationship. They will particularly treasured the opportunity to share their issues with other father and mother who recognized the problems. One particular parent reported, ‘You understand you’re not on your own, you don’t feel so bad’. The job was in it is infancy, but there were indicators that it was helping parents to develop confidence and also to help one another do better. thirty four. Difficulties in working with father and mother stemmed from: ¢ late associated with a pupil’s problems ¢ uncoordinated support from a variety of agencies poor information provided for parents about who to contact ¢ inadequate accounts taken of parents’ day care arrangements, so they sometimes acquired difficulties in attending group meetings ¢ negative feedback to parents about their children ¢ parents’ perceptions that the school had ‘given up’ prove child. One particular parent discovered, ‘Nobody at any time said the thing that was available, could onlu find out for your self or hear it from somebody else’. thirty five. Most, although not all, in the pupils determined with mental health difficulties also acquired emotional, cultural and behavioural difficulties (EBSD).

Some had more than one this kind of difficulty. Ofsted has reported recently within the provision for people pupils and its effectiveness. [8] This record focuses on the provision necessary for pupils who do not necessarily have particular educational requirements but who have require extra emotional support to succeed for school. Relaxed arrangements thirty six. Half the colleges in the review operated self-referral or drop-in schemes work by expert counsellors, junior and community workers, school nurses, in-school counsellors and others from voluntary organisations.

These kinds of arrangements allowed the learners to identify themselves and search for the help they wanted and needed. Case study A secondary university appointed a health practitioner who dealt with a wide range of issues: producing self-esteem, anger management, rest and tension. Pupils could make their own appointments plus the work was completely private. She also would some teaching. This produced her more accessible and lowered the judgment for pupils of ‘knocking at the door’. 37. A really small fraction of principal schools offered pupils possibilities for self-referral to staff.

In these colleges, pupils may draw or perhaps write about themselves in a ‘reflections book’ or possibly a ‘feelings book’, make use of a ‘bullying box’, and write or talk right to the headteacher or the PSHE co-ordinator. Learners who had this kind of opportunities reported that this was supportive and gave them confidence. A Year 6 scholar said of her ‘reflections book’: ‘It helps me personally to have a confidential conversation with my instructor about things that are worrying me. ‘ 38. A programme of education about values likewise helped learners to talk freely and honestly about their emotions.

Each pupil was given an e book in which that they could publish or attract a picture regarding the things that acquired made these people happy or perhaps sad. Teachers monitored the books regularly to ensure that a pupil’s personal difficulties were identified early, they were powerful additions within a school in which the ethos was already strongly supportive of pupils’ emotional well-being. 39. Golf equipment and after-school activities as well enabled universities to support vulnerable pupils in such a way which lowered the judgment of testimonials. 40. In a single primary institution, 50 students regularly joined the ‘happy/sad’ club, in which they discussed positive or negative activities that concerned them.

Crystal clear ground rules was established, which were understood simply by pupils, just like respecting what had been discussed and not gossiping. Pupils may put a photograph in a scrapbook of people which were special to them. The teacher usually led a brief, directed period based on a suitable text and provided the opportunity for yoga and representation. The high number attending decreased the possibility of adverse labelling and pupils acquired good for you to share their very own thoughts and feelings honestly with their peers. 1 . Pupils often commented that they especially valued for you to talk and be listened to. The extent where pupils with mental well being difficulties possess problems to make and preserving friendships might explain, to some degree, the success of expert support plans. 42. Nearly half the principal schools visited had powerful initiatives that were based on pupils helping each other to resolve problems. One institution focused on socially isolated learners by appointing ‘playground angels’.

The ‘angels’ had each week meetings with a teacher and were also showed on the school council. Pupils involved in these kinds of activities sensed that they helped them to present responsibility to younger children and also to develop into mature and reasonable people. 43. Others schools focused on the difficult level of change between main and second school. Pupils who fought to make friends were considered by a handful of primary schools to be specifically at risk of suffering from problems. These schools developed a range of peer support programmes, such as the following case: Case study

A team of Year four pupils had been considered to be at risk of difficulties about transition plus the school chose to make provision in collaboration while using local secondary school. 12 months 8 pupils were invited to apply for blogposts of student mentors. They were interviewed and successful job seekers were educated. Over 2 years, the primary pupils visited the secondary institution at least once every half term for lessons, lunchtimes and social actions. On each celebration they were achieved by their individual mentor together time to discuss issues with these people. Primary pupils really loved the program.

They were specific how the transition programme had helped those to prepare for supplementary education. forty-four. Two thirds of the secondary colleges visited had good expert counselling, support and mediation systems. Peer mentors who themselves experienced difficulties in past times commented on how much they valued helping younger students who were likewise experiencing problems. The most effective schemes presented thorough working out for the learners offering the support, as well as careful monitoring from the professors responsible for this. Provision through professional recommendation 45. Referral systems differed widely.

In a single area, the consultant psychiatrists responded to requests for information about pupils, the service acknowledged referrals coming from any involved professional. Additionally, however , panels of professionals regarded referrals. These arrangement experienced some advantages in that there was discussion and agreement for the type of involvement which was most likely to succeed. Nevertheless , this agreement also were known to create delays in answering pupils’ demands. 46. Only some professionals had been clear about how exactly referrals should be made, and who must make them, for particular types of provision.

This lack of clarity meant that pupils whom might have taken advantage of from services were not presented access to all of them since the institution was unaware that it will certainly make such a referral. 47. Schools and pupil referral units (PRUs) did not usually receive a great equitable assistance from other agencies, especially in which education, social services and health companies had not decided how assets should be allotted and work prioritised. It absolutely was common to find that a CAMHS worker was based in a school in one element of a local specialist, while, in the same specialist, another school had to make referrals to a panel.

The colleges were unacquainted with why these kinds of differences been around. 48. The most typical types of provision had been: ¢ counselling ¢ family work ¢ mentoring and support employees who frequented the pupils regularly and provided advocacy and support through conversation and actions ¢ a modified subjects and plan ¢ foster groups and sanctuary space. 49. This kind of provision was largely powerful when it was matched well to the examination of the pupils’ needs. However not all schools were able to appeal to the additional resources required to offer these types of chances.

Larger schools had more funding in order to establish support centres especially for pupils with mental medical problems. 50. Community and national voluntary organisations played a significant role in working with colleges and local authorities to provide providers for children and young people with mental overall health difficulties, and so they were typically represented on local CAMHS strategy groups. In some private sector organisations, partnerships with voluntary organisations provided useful services to get schools and oldsters, such as guidance and family members therapy.

Non-reflex groups were often better at monitoring and assessing the impact of their work since they depended on this kind of evidence to draw further money. Case study In one local expert a charity had been employed in some educational institutions for five years. For an annual cost, the school received a large amount of support from the charitable trust which provided an art therapist and a dance trainer who countless pupils discovered by the school and provided counsellors, closely watched by crew leaders, in the charity. Records

This study is based on the findings of a survey of 72 adjustments in 8-10 local authorities. The settings and almost all the authorities were chosen randomly to represent a mixture of shire and unitary authorities. One authority was chosen due to known great work in the region of mental health. Her Majesty’s Inspectors (HMI) visited early years settings, primary and secondary schools, pupil recommendation units, hospital schools and settings, preserved and 3rd party schools pertaining to pupils with EBSD and learning troubles, and specialist provision intended for pupils who had been bullied.

HMI observed lessons and other actions, scrutinised policies and data and placed discussions with 269 students and 121 parents. Discussion posts were also organised with a range of local power staff, headteachers and mature managers, professors, teaching co-workers, learning mentors, and staff of non-reflex organisations. In addition they met CAMHS regional expansion workers. More information Publications Marketing children’s mental health inside early years and school adjustments, (DfEE 0121/2001), DfEE, 2001. SEN and disability: toward inclusive educational institutions (HMI 2276), Ofsted, 2005.

Managing tough behaviour (HMI 2363), Ofsted, 2005. Mental Health and Social Exclusion, Social Exclusion Unit Report, Office of the Mouthpiece Prime Minister, 2004. http://www. socialexclusionunit. gov. uk/downloaddoc. or net? id=134 Promoting social, emotional and behavioural skills in primary educational institutions, Primary Countrywide Strategy, DfES, 2004. Growing emotional health and well-being: a whole-school method to improving behaviour and presence, Key Stage 3 Nationwide Strategy, DfES, 2004. Behaviour and presence toolkits, Crucial Stage several National Strategy, DfES, 2005. http://www. specifications. fes. gov. uk/keystage3/respub/ba_toolu Marketing emotional health and well-being throughout the national healthier school regular (NHSS), NHS Health Advancement Agency, 2004. http://www. hda-online. org. uk/Documents/promoting_health_wellbeing. pdf Assistance with new ways of working for psychiatrists in a multi-disciplinary and multi-agency context: countrywide steering group interim record, NIMHE, CWP, Royal School of Psychiatrists and Office of Overall health, 2004. http://www. dh. gov. uk/PublicationsAndStatistics/Publications/PublicationsPolicyAndGuidance/PublicationsPolicyAndGuidanceArticle/fs/en?

CONTENT_ID=4087352=01RXVr Effective joint working between child and adolescent mental health solutions (CAMHS) and schools, Exploration report no . 412, Bridget Pettitt, Mental Health Basis, DfES, 2003. Websites www. dfes. gov. uk/mentalhealth DfES Mental Health www. rcpsych. ac. uk Royal School of Psychiatrists www. socialexclusionunit. gov. uk Mental into the social exemption www. criteria. dfes. gov. uk/primary DfES guidance on producing children’s interpersonal, emotional and behavioural skills www. teachernet. gov. uk/management/atoz/n/nhss/ National Healthful Schools Common , , , , , , , , 1] Promoting kid’s mental well being within our childhood and university settings (DfES 0121/2001), DfES, 2001. [2]Advertising emotional into the well-being throughout the national healthful school regular (NHSS), NHS Health Advancement Agency, 2005. [3] Endorsing children’s wellness within early years and university settings, DfES, 2001. [4] Bright options contracts: promoting children and fresh people’s mental health, Mental Health Foundation, 1999. [5] The SEAL resource box can be ordered coming from Prolog, Tel. 0845 602 2260, [email, protected] uk. com (ref: DFES 0110 ” 2006 KIT), or perhaps viewed and ordered through the Teachernet website: www. eachernet. gov. uk/seal. [6] Marketing children’s mental health inside the early years and school adjustments, DfES, 2001. [7] The NHSS is usually funded with each other by the DfES and the Division of Wellness, hosted by the Health Expansion Agency (HDA). It varieties part of the government’s drive to minimize health inequalities, promote cultural inclusion and raise educational standards through school improvement. [8] Handling challenging conduct (HMI 2363), Ofsted, 2006. , , , , , , , , Primary and SecondaryJuly 2005 HMI 2457 , , , , , , ,