his first with a new class at hawkswood pupil referral unit.of being permanently excluded from his mainstream school. well, i did really bad stuff. like pushing other people and punching some people and sometimes kicked them. kayden, you are very good at that. he's recently, from what we understand, been on a reduced timetable, so he wouldn't be in class all day. do you know why you did that? i don't know. i think they got me in a really bad mood. people do that sometimes. so our aim would be to get him back into a mainstream classroom where he can be there all day and accessing the curriculum like all of his peers. he's in a class with four other children in the same boat. today's the first time they've all been together. 0k. hey! that's it. when they all first came in, i think they were a bit bubbly and a bitjumpy because theyjust needed to feel secure in this space and they needed to feel secure with me. and the new environment is testing one of kayden's triggers. noise. she called me a baby! no, ididn't! yes, you did. liar, liar, pants on f

this week we've had exclusive access to the work going on at hawkswood primary pupil referral unit inolence from pupils. we asked the head teacher at hawkswood, marie gentles, to explain some of the many techniques they use. you didn't listen straightaway. you weren't keeping yourself safe or your friends. so that's one minute gone. what a shame. we need to understand children's behaviour as communication. so if the child is acting out in a certain way, we need to look at — what are the communicating to us? what's the trigger? what are they trying to tell us? 0h, not quite. archie? numbers. 0h, not quite! oh, i'm not looking for a shouting out. i'm looking for people with their hand up nicely, like kayden. it's... handwriting! yes, another high ten. that's ten, and ten, and ten. that's 30 for me this morning. right, let's see who is ready. the most important thing, we think, is around forming attachments with the children. so you've got to have an attachment with the child in order for them to respond to you. what a smashing start. shall we do hand over hand together? so you can see w

hawkswood primary pupil referral unit in north—east london takes up to 40 children who‘ve been excludedences at a pru — and we‘ll hearfrom you in a moment. all, week we‘re looking at the work of prus. while exclusion impacts on the children first and foremost, it affects parents too, of course. two of those parents we met, kerri wooden and shelley porter, talked to us at length about the emotions they feel, from guilt and shame, to pride. i‘m shelley, i have four children. my eldest is at university, i‘ve got six—year—old twins and then i have cruz. i could see from an early age that he was going to struggle at school. he was not making friends and any friends that tried to get close, cruz would bully, push away. he was just different. my name is kerri. i've got two children. my eldest one is 11, his name isjamie and i've got logan, who is seven. the best bit about being seven is... seeing your dad and going swimming with him like i did and... getting your own way, almost. logan's journey has been... horrendous, horrific. he's had a terrible time. really, really bad time, told constantl