A focus on exclusions and suspensions

We rounded off the year with our final ‘Focus on’ event that covered the important topic of exclusions and suspensions.

The Department for Education (DfE) released updated suspension and permanent exclusions guidance in September 2022. Although not a great deal has changed, the guidance does make it clear that only suspensions have a time limit and that the governing board is not required to arrange a meeting with parents.

Our Communication Support Worker, Adele Plant, ran through the latest guidance and presented some interesting statistics to help teachers and school leaders stay up-to-date.

 

Permanent exclusions are down

According to the DfE guidance, a permanent exclusion ‘refers to a pupil who is excluded and who will not come back to that school (unless the exclusion is overturned)’. This year’s data, including the spring term 2020/21, shows that permanent exclusions are down from 5,057 in 2019/20 to 3,928. Of course, the latest data must be viewed in light of the coronavirus pandemic, and the fact that most pupils were at home; only key workers and vulnerable children were attending school in person.  

Up to three reasons may be recorded for each exclusion or suspension and persistent disruptive behaviour is the most common reason for both. Again, the coronavirus pandemic may have a role in this, as young people have had to contend with a lack of routine and disruption to their education.

 

Suspensions are on the rise

Suspensions were previously known as fixed period exclusions. They refer to when a pupil is suspended from school for a set period. This could be for part of the school day as they do not have to be for a continued period. A pupil may be suspended for one or more periods, up to a maximum of 45 days in a single academic year.

The latest data shows that suspensions were up from 310,733 in 2019/20 to 352,454 in 2020/21 (including the spring term).

 

The role of headteachers

Headteachers are the only ones within the school community who can suspend or exclude on disciplinary grounds. They must show how allowing the pupil to remain in school would seriously harm them or others.

The new guidance states that headteachers must draw the parents’ attention to local services who may be able to help and ensure that the governing board is able to review the decision. This means ensuring governors have the training they need to enable them to review each case effectively. For suspensions of one to five days, the governing board can decide to reinstate the pupil. For those for six to 15 days, where the parents do not request a meeting, the governing board may still decide to consider re-instatement.

The headteacher must also ensure that support is in place to help the pupil receive adequate education while they are away from school and that they able to reintegrate into school.

 

Managed moves

The guidance states, for the first time, that headteachers are required to consider whether off-site direction or a managed move could be an alternative to exclusions. If this is the case, pupils must be dual registered during the transition. A move should be voluntary and include all parties, including the parents and the admissions team for the new school.

It is important to note that OfSted will be looking for any signs of pressure being put on parents to force a managed move.

 

Including the voice of the pupil

In many cases a suspension, exclusion or managed move could contribute to the pupil feeling ostracised and may do little to change their behaviour or improve their mental health. But, the school must balance the right of the pupil to an education with the needs of their peers and the school as a whole. Pupils must be given support to advocate their views via their parents or counsellor.

While the latest data shows that permanent exclusions are lower than pre-pandemic levels, suspensions are significantly higher. Both should only be used as a last resort, and schools must continue to consider everything that is affecting the young person and ensure that reasonable adjustments have been put in place before deciding to suspend or exclude. It is important to consider the message behind the behaviour of the pupil. Do they have underlying special educational needs or social, emotional and mental health needs?

If you have any questions about exclusions or suspensions, please get in touch. Our experts are here to support you. We will be holding more ‘focus on’ events in 2023, so do look out for our calendar of events in the New Year.