2016-17 exclusions data released
The national data on permanent and fixed period exclusions has been published today (19th July) - there has been a further increase in both, and children and young people with SEND still make up a disproportionate number of all exclusions.
Permanent exclusions: 2015-16 = 0.08% (6,685) of all enrolments
2016-17 = 0.10% (7,720) of all enrolments
This is an approximately 15% increase (these figures include the fact that there has been a decrease in permanent exclusions in special schools).
Fixed period exclusions: 2015-16 = 4.29% (339,360) of all enrolments
2016-17 = 4.76% (381,865) of all enrolments
This is an increase of approximately 13%.
To put this into context using more manageable numbers, this means that there were over 40 permanent and over 2,000 fixed period exclusions every school day.
'Persistent disruptive behaviour' was still the main reason cited for exclusions and has seen one of the biggest increases. It accounts for 35.7% of all permanent exclusions and 28.4% of all fixed period exclusions.
Exclusions of pupils with SEND
Pupils with SEN account for nearly half of all permanent (46.7%) and fixed period (44.9%) exclusions.
Pupils on SEN Support have the highest rate of permanent exclusions - 6 times higher than for pupils with no SEND.
Pupils with Statements or EHC Plans have the highest rate of fixed term exclusions - 5 times higher than for pupils with no SEND.
The rate of permanent exclusions from Pupil Referral Units has decreased, from 0.14% to 0.13%.
Permanent exclusions by primary need:
(Total SEN 3,605)
Fixed period exclusions by primary need:
(Total SEN 171,580)
Other interesting figures include: the rate of fixed period exclusions in secondary sponsored academies is nearly twice as high as in maintained secondary schools; there is a seemingly direct relationship between the level of deprivation of a mainstream school and the number of exclusions (with numbers decreasing as schools are less deprived) - this is not so clearly the case for special schools.
What does this mean?
The data prompts many questions, including:
- Why are so many pupils with SEND being excluded? This implies that their needs are not being met.
- Why are so many pupils with SEMH being excluded? This implies that they are being excluded because of their SEND
- Are sponsored academies using more 'zero tolerance' approaches, resulting in higher levels of exclusion?
- These are just the official figures - what about 'unofficial' exclusions, off-rolling, 'elective' home educations etc? This is likely to be the tip of the iceberg.
- Where are the 40 pupils being permanently excluded every school day going? Are their needs being met here?
We await the outcome of the Review of Exclusions currently being carried out by Edward Timpson and which is due to report at the end of the year - it is to be hoped that this will address theses questions amongst others, and provide some recommendations for implementation.
08 Jan 2019 Silver AND Gold Member Only
This set of resources may be used by SENCOs to support class and subject teachers with making reasonable adjustments for the pupils in their classes. There is an editable class information sheet and an editable evidence gathering sheet (for Gold members), and completed examples of both of these (for Silver and Gold members). You may wish to watch the short webcast which explains how you can use these resources.
Tool - 17 Dec 2018 Silver AND Gold Member Only
This strategic tool can be used used to help you plan your year.
Information, Guidance - 25 Sep 2018
This guide aims to introduce childhood acquired brain injury (ABI), consider how it is acquired and why it is often misdiagnosed, and provide some practical support strategies. #miniguides