- How have SENCOs been involved in planning for offsite provision and for onsite provision for ‘vulnerable’ children during CV-19 lockdown conditions?
- How are SENCOs involved in SLT decision-making about post-COVID-19 provision?
- How are SENCOs working to prevent exclusion and off-rolling during COVID-19 lockdown conditions?
Studies
Parent study
Senior school leader study
Senior school leader Twitter post study
Conferences
- How do senior leaders and parents of children in mainstream secondary schools in England understand and explain the practice of off rolling?
- What are the challenges and dilemmas surrounding this practice for senior leaders and parents?
- What is the personal and professional impact on senior leaders and parents of involvement in cases that might be defined as off rolling?
- What do senior leaders and parents say about how the practice of off rolling might be avoided in England?
Investigators
Principle Investigator: Dr Elizabeth J. Done
Dr Done is a Lecturer in Inclusion in the Plymouth Institute of Education at the University of Plymouth and Honorary Visiting Research Fellow at the University of Exeter (G.S.E).
Liz specialises in inclusion, critical theory and teachers’ professional development. She supervises doctoral students researching inclusion-related topics and leads postgraduate modules related to inclusive education. A key interest is senior leaders’ and educational professionals’ negotiation of conflicting governmental imperatives.
Co-Investigators: Helen Knowler
Helen Knowler is a Lecturer in Education at the University of Exeter. She teaches and researches in the field of Social, Emotional and Mental Health (SEMH) and her current focus relates to the prevention of permanent exclusion of pupils from school. Helen specialises in developing research that is collaborative and participatory and has an interest in the development and use of visual research methods in Education Research.
Research Assistants: Alice Potter, Eleanor Warnes
Alice Potter is currently undertaking her PhD at the University of Exeter.
Eleanor Warnes is currently undertaking an MA at the University of Exeter.
References
Done, E.J. & Knowler, H.(2021) ‘Off-rolling’ and the art of visibility / invisibility: exploring senior leaders’ views of ‘strategic’ school exclusion in England. British Education Research Journal. Published online 4 March 2021. https://doi.org/10.1002/berj.3709
Done, E.J., Knowler, H., Warnes, E. and Pickett-Jones, B. (2021) Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos. Support for Learning. Published online 2 February 2021. https://doi.org/10.1111/1467-9604.12339
Clarke, A.L, & Done, E.J. (2021). Balancing pressures for Special Educational Needs Coordinators as managers, leaders and advocates in the emerging context of the COVID-19 pandemic. British Journal of Special Education. Published online 1 March 2021. https://doi.org/10.1111/1467-8578.12353
Done, E.J., & Knowler, H. (2020). Exploring senior school leaders’ and parents’ & carers’ perspectives on illegal school exclusions or 'off rolling' in England. Paper presented at the European Conference of Education Research (online) 28th August 2020.
Done, E.J. & Knowler, H. (2020a) Painful invisibilities: Roll management or ‘off-rolling’ and professional identity. British Education Research Journal 46(3): 516-531.
Done, E.J. & Knowler, H. (2020b) A tension between rationalities: “off-rolling” as gaming and the implications for head teachers and the inclusion agenda. Educational Review, in press.
Done, E.J. (2019) Education governance and the responsibility to include: teachers as a site of discursive tension. In J. Allan, V. Harwood, C. Jørgensen (eds.) World Yearbook of Education 2020. London: Routledge.
Ofsted (2019) The annual report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2017 / 2018. Retrieved 10 February 2019, from https://www.gov.uk/government/publications/ofsted-annual-report-201718-education-childrens-services-and-skills
Done, E.J., & Murphy, M. (2018). The responsibilisation of teachers: A neoliberal solution to the problem of inclusion. Discourse: Studies in the Cultural Politics of Education, 39(1), 142-155. doi: 10.1080/01596306.2016.1243517
Machin, S. & Sandi, M. (2018) Autonomous schools and strategic pupil exclusion. Centre for Economic Performance, discussion paper no.1527, January 2018.
Done, E.J., Murphy, M., & Knowler, H. (2015). Mandatory accreditation for Special Educational Needs Co-ordinators: Biopolitics, neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’. Journal of Education Policy, 30, 866-100. doi:10.1080/02680939.2014.905872
Done, E.J., Knowler, H., Pickett-Jones, B. & Warnes, E. (forthcoming) Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos. Support for Learning