The statutory guidance Suspension and Permanent Exclusion from maintained schools, academies and pupil referral units in England, including pupil movement (publishing.service.gov.uk) sets a clear expectation that schools challenge and evaluate what their school’s data is telling them about their school or academy trust.
“Boards should carefully consider the level of pupil moves and the characteristics of pupils who are moving on any permanent exclusions to ensure the sanction is only used when necessary, as a last resort.” (Statutory guidance para 108)
“Governing boards should review suspensions and permanent exclusions, those taken off roll and those on roll but attending education off-site,” (para 109)
This includes considering:
- The cost implications of directing pupils to be educated off-site in alternative provision
- whether there are any patterns to the reasons or timing of moves.
Multi-academy trusts may also choose to work with other academies to consider this information, and whether there are patterns across academies within a MAT. Numbers in one academy may be too low to allow for meaningful statistical analysis.
When reviewing data governing boards should consider:
- Effectiveness and consistency in implementing the school’s behaviour policy
- The school register and absence codes
- Instances where pupils receive repeat suspensions
- Interventions in place to support pupils at risk of suspension or permanent exclusion
- Any variations in the rolling average of permanent exclusions to understand why this is happening and to ensure they are only used when necessary
- Timing of moves and permanent exclusions, and whether there are any patterns, including any indications which may highlight where policies or support are not working.
(Statutory guidance para 111)
In our SENDIAS service we often hear of more exclusions in the lead up to Christmas – are pupils with SEND finding this particularly difficult to manage in terms of eg changes to routine and sensory over-whelm?
What extra support is being offered pupils with SEND to manage during this period?
Understanding the characteristics of excluded pupils, and why this is taking place:
Consider:
- whether there is evidence of SEN or a disability and if so, what type
- gender
- ethnicity
Remember most recent DfE data has shown:
- 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.
Also consider alternative placement.
For more guidance about understanding your school data, refer to the Academy trust governance guide or the Maintained schools governance guide.
And to the NGA’s guides in their Knowledge Centre, including:
An introduction to data and performance measures | National Governance Association (nga.org.uk)
Pupil data and performance measures | National Governance Association (nga.org.uk)
Monitoring performance data and targets | National Governance Association (nga.org.uk)
Progress and attainment: using your data | National Governance Association (nga.org.uk)
