Exclusions data is published
We look at the headline exclusion rates, with a focus on pupils with SEND.
The rate of permanent exclusions in England has remained stable, at 0.1% of all enrolments (although there was a small increase in the actual numbers, from 7,700 to 7,900).
The rate of fixed period exclusions has seen an increase of 8%. Much of this has been driven by larger increases in the North East (where the rates has gone up from 5.92% to 9.34%) and by secondary schools (where rates have increased from 9.4% to 10.13%). Rates in special schools have decreased again. The increase in fixed period exclusions has also been driven by some pupils receiving repeated fixed period exclusions
When we look at the reasons cited for exclusions, persistent disruptive behaviour continues to be the most common reason overall, but permanent exclusions for persistent disruptive behaviour have fallen (though still stand at 34% of all permanent exclusions). Permanent exclusions for bullying have seen an increase of 28%, whereas fixed period exclusions for bullying have fallen by 15%. The category of 'other' has also increased for both permanent and fixed period exclusions (by 6% for permanent and by 10% for fixed period).
Exclusions and SEND
The proportion of exclusions for all pupils with SEND is down slightly: for permanent exclusions, to 45% from 47% and for fixed period exclusions, to 43% from 45%.
Fixed period exclusions for pupils with SEND have increased slightly, driven by those on SEN Support and by those in state secondary schools.
SEMH is still the category of primary need with the highest rate of exclusions. For permanent exclusions, the rate for SEMH is 1.02% compared to 0.29% for all SEN, and for fixed period exclusions it is 46.26% compared to 14.88% for all SEN. The main reason for pupils with SEMH to be excluded both permanently and for a fixed period is persistent disruptive behaviour.
The rate of permanent exclusions from PRUs and AP has increased (from 0.13% to 0.16%), but fixed period exclusions have gone down (from 164.75% to 158.4%).
Tool - 30 Aug 2019 Silver AND Gold Member Only
A useful tool for silver and gold members in the EYFS, primary, secondary and post-16 settings. This resource is designed to help teachers work their way through the graduated approach for those pupils that haven’t necessarily yet been identified with SEN but for whom there are initial concerns.
Information - 29 Aug 2019 Silver AND Gold Member Only
Available to silver and gold members, this information based resource will be suitable for SENCos and leaders in Early Years settings, Schools and Colleges. The resource can be effectively used as part of the self review and improvement process, key benefits of this resources is to gain a concise overview of the Education Inspection Framework and implications of practice.
Tool - 29 Aug 2019 Silver AND Gold Member Only
Available to silver and gold members, this useful person centred working tool is suitable for those supporting pupils in Early Years, Primary, Secondary and post 16 settings. The resource can be used to outline a pupil’s key strengths, needs and the strategies and key adjustments to teaching that are needed every day. It can provide a useful vehicle for meaningful discussion around learning between the teacher and the pupil, involving them positively in discussing effective approaches to enable better engagement. Working in a person-centred way (across the whole setting), including the use of person-centred tools, is essential for not only populating the passport but also for getting the most from using it.