Research has shown that exclusion has a long-lasting effect on children and young people, both academically and socially and on the wider population and economy.
Of pupils reaching the end of Key Stage 4
- Only 7% of children who were permanently excluded went on to achieve good passes in English and maths GCSEs
- Only 18% of children who received multiple fixed period exclusions went on to achieve good passes in English and maths GCSEs (DfE 2018)
Those who are vulnerable are disproportionately affected:
- The permanent exclusion rate for pupils receiving SEN support is five times higher than pupils without SEN.
- Boys experience over twice the number of permanent exclusions compared with girls.
- Amongst ethnic minority groups, SEN is most prevalent in the Traveller of Irish Heritage group, and, along with Gypsy/Roma pupils, they also have the highest rate of permanent exclusions.
Data source: www.explore-education-statistics.service.gov.uk/ July 2024
It is understandable that governors may feel anxious about challenging Headteachers around exclusions. This is an area where the line between the ‘hands-off’, strategic overview of the governing board faces the reality of day-to-day school management most starkly.
However, the significant consequences of exclusion on both individual pupils and wider social mobility means it’s crucial that governing bodies take their responsibilities very seriously. This necessary challenge could be both around individual decisions to exclude and the wider use of exclusion within the behaviour management policy.
Updates to the statutory exclusions guidance in September 2022 brought new duties for governors around exclusion scrutiny. The guidance has since been updated several times, most recently in August 2024 Suspension and Permanent Exclusion from maintained schools, academies and pupil referral units in England, including pupil movement
Below is a summary of governing board’s duties to review the headteacher’s decision to exclude
1. Is it a permanent exclusion?
If the answer is yes, the governing board must convene a meeting to consider reinstatement within 15 school days of receiving notice of the permanent exclusion.
If the answer is no, go to step 2.
2. Is it a suspension that alone, or in conjunction with previous suspensions, will take the pupil’s total number of days out of school above 15 for a term
If the answer is yes, the governing board must convene a meeting to consider reinstatement within 15 school days of receiving notice of the suspension.
If the answer is no, go to step 3.
3. Is it a suspension or permanent exclusion that will result in the pupil missing a public exam or national curriculum test?
If the answer is yes, the governing board must convene a meeting to consider reinstatement within 15 school days of receiving notice of the suspension or permanent exclusion.
The governing board must also take reasonable steps to meet before the date of the examination. If this is not practical, the chair of governors may consider pupil’s reinstatement alone.
If the answer is no, go to step 4.
4. Will the suspension(s) take the pupil’s total number of school days out of school above five but less than 16 for the term?
If the answer is yes, go to step 5.
If the answer is no, the governing board must consider any representations made by parents but does not have the power to decide whether to reinstate the pupil.
5. Have the pupil’s parents requested a governing board meeting?
If the answer is yes, the governing board must convene a meeting to consider reinstatement within 50 school days of receiving notice of the suspension.
The governing board is not required to consider the suspension and does not have the power to decide to reinstate the pupil
Our pages below explain the responsibilities of Headteachers and Governors regarding different types of suspensions/exclusions in more detail
