Agenda item

Nick Lee, Director of Education Services, and Peter McConnochie, Head of Access to Learning, attended the meeting to give a presentation on exclusions from primary school and the support available to families and children when a child is excluded. They highlighted the following information:

a)  Based upon 2018/19 data (the most recent available) the national rate of permanent exclusion has remained unchanged while the rate of fixed term exclusion has increased slightly. Persistent disruptive behaviour is the main reason for exclusions which peak nationally amongst 14 year olds (year nine). Those with Free School Meals and Special Educational Needs and Disabilities (SEND) are excluded at a higher rate than those without.

b)  In 2018/19 Nottingham was ranked 121st of 151 local authorities for permanent exclusions from primary schools and 99thfor fixed term exclusions. This is below the rates of our statistical neighbours. The number of exclusions in Nottingham has reduced further since then with only four permanent exclusions from Nottingham primary schools last year and three to date this year. Work is done by schools, Special Educational Needs Co-ordinators (SENCOs) and with parents to avoid potential exclusions.

c)  Since the full return to schooling there hasn’t been a spike in exclusions suggesting the supportive approach with a focus on wellbeing has been effective in supporting children back into learning.

d)  The two main reasons for exclusions in Nottingham are disruptive behaviour and physical assault which account for 80% of exclusions.

e)  Primary exclusions are male dominated with 93% of fixed period exclusions and 100% of permanent exclusions issued to male pupils over the last three years. During the same period 52% of permanent exclusions were issued to white pupils and 48% to BME pupils. Mixed and multiple ethnic groups have seen the highest rate of exclusions. The recent Timpson Review found a correlation between deprivation, SEND and exclusions.

f)  Exclusions are issued predominantly to older primary aged children and peak in year six.

g)  Those without SEND are more likely to be excluded and nationally those with an Education and Health Care Plan are also more likely to be excluded. However, in Nottingham, no primary children with an EHCP have been excluded in the last three years. If a child if referred to Denewood Learning Centre they will carry out assessments which can identify previously unidentified needs.

h)  Children from across the city are excluded from schools with some concentration in Aspley/ Broxtowe/ Bilborough and St Anns/ Bakersfield and Bestwood. There is a link to levels of deprivation with those areas with the highest levels of deprivation having higher levels of exclusions.

i)  Fair Access Protocols have avoided over 57 possible permanent exclusions over the last 3 years. Possible exclusions are tracked by the Council and schools are supported to take alternative actions. Routes to Inclusion and the Intensive Support Team operate in primary schools to support the reduction in permanent exclusions.

j)  If the Council is concerned about the rate of exclusions in a particular school this will be raised with the Portfolio Holder and the Regional Schools Commissioner.

k)  Following exclusions some children are supported with reintegration back into school while others continue in alternative settings including those accessing specialist placements as part of their EHCP. Reintegration has been impacted by Covid this year, but children are reintegrated at transition points.

In response to questions from the Committee and in the subsequent discussion the following points were made:

l)  For the first five days of a fixed term exclusion the school is responsible for providing work for the child. The Council does not have the capacity to monitor this but if the school did not provide work it would be in breach of exclusions law. It would be helpful if parents were aware of this responsibility and had more accessible information if their child is excluded.

m)  Transition points are not affected by exclusions. If a child already has a place at secondary school, they keep the place and work will be undertaken with families and schools to support the transition and avoid a second exclusion. SATs will be taken out of school if a child is excluded.

n)  Data is being gathered on the length of time it takes for an excluded child to be admitted to a learning academy, but this should take place within six days of the exclusion coming into effect. Covid has challenged this. It is more straightforward with younger children.

o)  When a new academy trust becomes responsible for a school it faces a challenge of driving improvement, often including pupil behaviour, but not at the expense of individual children. The level of churn at primary level is far lower.

p)  Parental responsibility is important and support is offered to parents but some children are on Child Protection Plans and some parents are not capable of managing their child’s behaviour. SENCOs are responsible for family liaison. Work is being done to embed support around families based on the Priority Families work.

q)  The work of Small Steps Big Change is likely to have an impact but this will take time to come through. An example is that children with speech and language difficulties are more likely to be excluded and this is one of the issues being addressed but Small Steps Big Change.

r)  Children are not excluded from Denewood. If a child’s needs can’t be met they will be found alternative provision, often through an EHCP.

s)  Work around trauma informed practice is being pursued, providing information to teachers and SENCOs about the impact of trauma and how to support those who have experienced it to give them a broader understanding of roots of poor behaviour.

The Committee thanked the contributors for the informative presentation.

Resolved to recommend that Nottingham City Council produce guidance for parents whose children have been temporarily and permanently excluded, to be shared with schools and passed on to parents when required. The guidance should advise parents of school, local authority and others’ responsibilities in relation to their child’s education and signpost further sources of support and advice.