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
Remember national 2022 and 2023 data has shown:
- The permanent exclusion rate for pupils receiving SEN support is five times higher than pupils without SEN.
- The permanent exclusion rate of pupils identified with a social, emotional or mental health need is 15 times higher than pupils without SEN.
- Pupils with ASD are twice as likely to be excluded than pupils without SEN.
- pupils with SEMH are 15 times more likely to be permanently excluded)
– Consider ethnicity
Remember national 2023 data has shown
- Gypsy/Roma pupils have the highest rates of permanent exclusions and suspensions
- Pupils of Black Caribbean ethnicity have the second highest rate of permanent exclusion
- Pupils from Traveller or Irish Heritage ethnic groups have the second highest rate of suspension
– Consider Gender
Remember national 2023 data has shown boys have almost three times the number of permanent exclusions and twice the number of suspensions compared to girls.
– Consider Alternative Placement
Are the placements of pupils directed off-site into alternative provision (AP) reviewed at sufficient intervals to assure that the education is achieving its objectives and that the pupils are benefiting from it? (see our separate webpage about off-site education).
Further guidance is available here:
Understanding your data: a guide for school governors and academy trustees – GOV.UK (www.gov.uk)
