ExclusionsThe Department of Education have announced that they are reviewing Permanent Exclusions in England. They are seeking views and evidence on the points set out in the scope of this review. This is not a consultation on any specific proposals as the review is in its early stages. Instead, they would like to gather evidence from as wide a range of sources as possible to inform my findings.

The DfE  would like to hear from schools, including alternative providers, colleges, education professionals and local authorities about practice and evidence regarding exclusions. Including the experiences and perspectives of parents, carers and voluntary and community organisations which represent those pupils more likely to be excluded.

The review will consider the exclusions of groups of pupils that are identified in the national data as more likely to be excluded. For example, those ethnic groups highlighted in the Ethnicity Facts and Figures website; pupils who are eligible for free school meals, or have been eligible for free school meals in the last six years; pupils with special educational needs; looked after children; and children in need.

The scope of the review includes:

  • Practice in schools in relation to behaviour management and exclusions. This includes identifying effective approaches which improve outcomes, particularly for those groups disproportionately likely to be excluded;
  • the exclusions process in schools. The review will explore how head teachers decide when to exclude
  • and the role of governors in reviewing use of exclusion. It will not seek to curb the powers head teachers have to exclude but will examine the ways in which such powers are exercised;
  • practice in schools in relation to directing pupils to alternative provision without excluding. This will include whether this is effective and the impact on pupils who are disproportionately likely to be excluded;
  • the drivers behind the variation in exclusion rates of pupils of different ethnic groups andother disproportionately represented groups, and the consequences of this;
  • the dthe drivers behind the variation in exclusion rates between schools with a similar intake;
  • best practice in managing exclusions and interventions across local areas,such as the use of managed moves and fair access protocols;
  • how current exclusions practice supports effective joint working, includingbetween schools, health services, children’s social care and virtual school heads;
  • how the parent and pupil experience of exclusion varies and best practice in engaging parents and pupils effectively in the exclusions process;
  • the steps taken by schools to ensure that their behaviour and exclusion practices are compliant with duties under the Equality Act 2010; and
  • the guidance in place to ensure effective use of exclusion and the safeguards to ensure exclusions do not disproportionately affect certain groups of pupils.

Educational Psychologists can support schools and educational settings if they are concerned about pupils at risk of exclusion. Please contact us directly to discuss further.