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Suspensions & Exclusions Guidance (Kirklees Schools September 2021)

  • Advice to Schools (including revised Kirklees Notification Form - to be used from September 2021)+

    Kirklees-Permanent-Exclusion-Notification-Form-SEPT-2021-2

    Schools should complete the above form if a decision to permanently exclude is made. The form must be returned to the Education Safeguarding Team without delay.

    Exclusions Team (see Exclusions Contact 2021). Two Inclusion Managers offer the following guidance and support:

    • Gives advice to schools, parents and carers and other professionals on statutory and non-statutory exclusion processes
    • Maintains an exclusions helpline 5 days per week
    • Offers training to Governors and school staff on their statutory responsibilities connected to school exclusion
    • Offers advice to support schools in the use of alternatives to exclusion, such as a managed move, referral to AP, phased reintegration and referrals to other supporting services
    • Advises and guides governors on all aspects of exclusion law
    • Attends permanent and over 15 days exclusion Governing Board Meetings in maintained schools and where invited for Academy schools, as appropriate
    • Attends Independent Review Panel Hearings

    Contact details for the Exclusion Team:

    Allison Langdale – 07803508295

    Tracy Rider – 07548218459

  • Advice for Parents & Carers+

    All permanent exclusions must be considered by the Governing Board and parents have the right to make representations at this meeting. If the Governing Board refuses readmission of an excluded pupil, parents can request for this decision to be reviewed by an Independent Review Panel.

    Parents can contact the following places for advice:

    Child Law Advice (a registered charity) – ‘provide information about when a child can be excluded and the obligations of the school to review an exclusion and the right to appeal an exclusion’. Child Law Advice on School Exclusions KIAS (Kirklees Information Advice and Support Service) Tel: 0300 330 1504 Website: http://www.kias.org.uk/ SENACT (SEN Assessment and Commissioning Team) Tel: 01484 456888 Email: senact@kirklees.gov.uk The National Autistic Society The National Autistic Society produce detailed information for parents on their website. Advice from the National Autistic Society 

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A film covering the experiences of young people, their families, and the professionals around them. Inclusion A View From Exclusion
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Timpson Review of School Exclusions Download
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Proposed - Suspension & Permanent Exclusion Guidance (January 2022) Proposed Guidance
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IPSEA - Exclusion advice if your child has an EHCP Download
  • School suspensions and permanent exclusions - Guidance on the suspension and permanent exclusion of pupils from local-authority-maintained schools, academies and pupil referral units. (Published 20 June 2021)+

    DFE Exclusion Guidance

    This guidance details the legal responsibilities for those who suspend (fixed period exclusion) and permanently exclude pupils from educational settings.

    ‘Informal’ or ‘unofficial’ exclusions, such as sending a pupil home ‘to cool off’, are unlawful, regardless of whether they occur with the agreement of parents or carers. Any exclusion of a pupil, even for short periods of time, must be formally recorded.

  • NEW - DFE definition of challenging behaviour (September 2021)+

    The government confirmed its final definition of “challenging behaviour,” which the code currently lacks, in a bid to stop it being “misused.”

    It reads: “Behaviour can be described as challenging where it would be unlikely to be responsive to the usual range of interventions to help prevent and address pupil misbehaviour or it is of such severity, frequency, or duration that it is beyond the normal range that schools can tolerate.

    “We would expect this behaviour to significantly interfere with the pupil’s/other pupils’ education or jeopardise the right of staff and pupils to a safe and orderly environment.”

    Most respondents agreed with the government’s definition, but 13 per cent disagreed. Some said challenging behaviour reflected unmet pupil needs; some that the threshold was too high; others that it was  not prescriptive enough.

    How to deal with challenging behaviour in the classroom

    CPD Online 

    Tips, strategies and causes plus an online CPD course (Managing behaviour that challenges – £20)

  • School Exclusion Risks after COVID-19 (Full Report)+

    Daniels-et-al.-2020_School-Exclusion-Risks-after-COVID-19

    The report identified the following elements schools could consider:

    • (Re)integration and re-engagement
    • Access to learning
    • Importance of communication
    • Implications of policy and legislation changes (behaviour, SEND, and school exclusion)
    • The need for multi-agency working and contextual safeguarding
    • Preparing the school community
    • Flexibility and new ways of working

  • Reducing avoidable exclusions - support materials+

    Creating an inclusive culture in schools for all children is both an economic and social imperative.   The number of children and young people permanently excluded from state schools has grown at an alarming rate and this is affecting those who are most vulnerable in society’.     

    Exclusion resources for schools and governors.

    Reducing avoidable school exclusions: a panel exploring the strategic role of governors (see webinar below)

    webinar

    Presentation slides from the webinar (a panel including Edward Timpson MP)

    Jamie-Rogers-slides-reducing-exclusions-1

    The role of governors in a fair and robust exclusions process

    webinar

    Pre-exclusion Checklist

    Permanent-exclusion-checklist-for-schools

  • Permanent exclusions and suspensions in England (DFE 2019/20 dataset)+

    Headline fact and figures from the 2019/20 academic year

    The figures presented cover the 2019/20 academic year. This year was interrupted by with the first national lockdown on 23 March 2020, during the spring term. Schools remained open for vulnerable children and children of key workers.

    While permanent exclusions and suspensions were still possible throughout the academic year, school closures have had a substantial effect on the number of permanent exclusions and suspension and therefore caution should be taken when comparing figures across years.

    • The rate of permanent exclusions has decreased from 0.10 in 2018/19 to 0.06. This is the equivalent of 6 in every 10,000 pupils.
    • At 5,100, there were almost 3,000 fewer permanent exclusions in 2019/20 than in 2018/19.
    • The rate of suspensions has decreased from 5.36 in 2017/19 to 3.76, a fall in numbers from 438,000 to 310,000. This is the equivalent of 376 in every 10,000 pupils.
    • Looking at Autumn term only: there were 3,200 permanent exclusions in 2019/20 (up 5% from 2018/19) and there were 178,400 suspensions (up 14%).
    • Persistent disruptive behaviour continues to be the most common reason for permanent exclusions and suspensions (both 34%).

    The link below presents statistics on permanent exclusions and suspensions within the 2019/20 academic year across state-funded schools.

    https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england/2019-20

  • ACE Guide to Exclusion+

    Guide to Exclusion

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Kirklees Fair Access Protocol Download
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No Knives Better Lives an alternative to permanent exclusion. Find Out More

Get in Touch

Ethos Academy Trust

Field Hill Centre
Batley Field Hill
Batley
WF17 0BQ

Telephone01924 478 482

Emailtrustoffice@eat.uk.com

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