In our recent update on applying our Behaviour/Relationships Policy, we raised the matter of suspensions and exclusions. A suspension is a fixed period of time for which a child may not attend school. It is seen as a remedial step and an opportunity to reflect and learn. Schools may suspend for up to 45 days per year, typically in blocks of no more than two-three days, more rarely up to five.
Exclusion is a permanent withdrawal of a school place. After five days the school is no longer responsible for the education of the excluded child and that passes to the local authority, who will find a place in a specialist provision, for example in Nottingham City the Denewood Academy, formerly known as the PRU (Pupil Referral Unit).
Exclusion is a big step and most schools and school leaders will never have done one. There has to have been a significant single incident – for example a knife crime, bringing drugs into school – for there to be an instant exclusion. Alternatively, there can be a persistent accumulation of serious breaches of the school’s rules. The school has to be able to demonstrate significant efforts to address this, intervention over a long period of time, engagement with other agencies, formalised target setting and evidence that progress is not being made towards those targets. These are all part of our procedures and are implemented wherever appropriate. This is all closely monitored by both Transform Trust and the two local authorities; Notts and Nottingham City.
We are experiencing an increase in communications from parents and carers, demanding that we make more use of exclusion, which is simply not something we can do in response to community pressure. However, it is a tool we will use when we can make a valid and solid case and we have robust steps in place around this.
The following provides more background and context:
Understanding Exclusion in Primary Schools: Keeping Children Safe, Fairly and Lawfully
As a school, our first responsibility is always to keep children safe and to support them to learn, grow and thrive. We know that concerns about behaviour – particularly behaviour that is perceived as bullying – can be deeply upsetting for families, and emotions understandably run high when children are affected.
Recently, we have experienced increased pressure from some parents and members of the community to start to use exclusion more. We want to take this opportunity to explain how exclusion works in primary schools, why it is a serious and rare step, and the extensive processes that must already be in place before it can be considered. As a State school, we are expected to provide a place for all where we can realistically meet need. We are not allowed to be selective and that includes around behaviour.
Exclusion is a serious and lawful decision
Exclusion is not a punishment that a school can apply simply because behaviour is challenging or because there is strong feeling within the community. It is a statutory process, governed by national guidance and education law, and schools must meet a very high threshold to justify it.
In primary schools in particular, permanent exclusion is rare. This is because children are still developing emotionally, socially and behaviourally, and the focus of primary education is on early intervention, support and teaching children how to make better choices over time.
Before an exclusion can be considered, a school must be able to demonstrate that it has taken reasonable, proportionate and sustained steps to address the behaviour. We have everything correctly in place for this and follow this process diligently and thoroughly. We believe that this is what keeps behaviour at Parkdale largely so positive. Like all schools, we face challenges but it remains the case that these are much rarer and more isolated for us than for the great majority of other schools. Schools reflect society and the full range of people within it. Those of us who have worked in much more challenging areas than ours know this very well. This does not mean a ‘race to the bottom’ though and we are still able to have expectations and standards much higher than most. We’re known for it and it is a very significant factor in why we have long waiting lists of children wanting to transfer into Parkdale. Some schools out there are very tough!
What must already be in place?
In cases where children present with ongoing or serious behavioural difficulties, a school must be able to evidence that it has already:
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Identified the behaviour clearly and consistently, using accurate records
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Put in place individual behaviour support plans, often with graduated targets
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Provided additional adult support or supervision where appropriate
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Used reasonable and proportionate sanctions in line with the school’s behaviour policy
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Considered and implemented reasonable adjustments, particularly where SEND or additional needs may be present
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Engaged external professionals where needed (for example, behaviour support services, SEND services or pastoral support)
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Communicated with parents/carers and reviewed plans regularly
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Used suspensions only where appropriate, lawful and proportionate, often as part of a clear pathway of escalating support
Suspension is sometimes used as part of this process, but it does not automatically mean that permanent exclusion will follow. In fact, suspension is often intended as a protective and corrective measure, allowing time for plans to be reviewed and strengthened.
Only where behaviour is persistent, severe, and all reasonable strategies have been tried and evidenced – and where allowing the child to remain in school would seriously harm the education or welfare of others – can exclusion be lawfully considered.
What families may not see
It is important to recognise that, quite rightly, schools cannot share details about individual children, their needs, their backgrounds or the sanctions that have already been applied. This means that families may not be aware of:
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The level of support already in place for a child
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The number of sanctions or interventions that have already occurred
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The involvement of external agencies
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The safeguarding or SEND considerations being carefully managed
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The legal advice and guidance schools must follow
This confidentiality can sometimes create the impression that “nothing is being done”, when in reality significant work may already be underway behind the scenes.
A balanced and fair approach
We take all reports of bullying and harmful behaviour extremely seriously. At the same time, we have a duty to act fairly, lawfully and compassionately towards all children – including those who are struggling to manage their behaviour.
Exclusion is not a quick fix, and it is not a decision that can be driven by public pressure or understandable frustration. It is a last resort, taken only when the legal threshold is met and when it is clear that no other options remain.
Our commitment is to:
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Follow statutory guidance at all times
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Keep children safe
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Support positive behaviour change
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Work closely with families
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Act in the best interests of the whole school community
We appreciate the trust parents and carers place in us, and we ask for your understanding that these decisions are complex, carefully considered and always made with children’s long-term wellbeing at heart.
If you have concerns about behaviour or safety, please continue to raise them with us. Open communication and partnership remain the most effective way to ensure our school is a safe, supportive and fair place for every child.