offer support and advice to Schools and Parents on exclusions and alternatives to exclusion.
For advice and guidance on all pupil exclusion matters please contact the Exclusions Team
by email firstname.lastname@example.org
Samantha Griffiths Exclusions Officer 07929749161
Paul Jennings Exclusions Officer 07974585742
Karen Roper Senior Exclusions Officer 07582103044
Please note - we are a small team and as a result, there may, at times, be a delay in responding, we will get in touch as soon as possible where this is the case.
September 2023 - New Updated Exclusion and Suspension Statutory Guidance comes into Force
This will come into force from 1st September 2023, the regulations as amended, and this guidance apply to exclusions that occur on or after 1 September 2022. The previous guidance (2017) applies to exclusions that occurred before this date.
The guidance has been updated to be a companion piece to the
Behaviour in Schools: Advice for headteachers and school staff (Feb 2024), which provides advice to headteachers, trust leaders and school staff on implementing a behaviour policy which creates a school culture with high expectations of behaviour.
Therefore, the suspension and exclusion guidance should only be necessary as a last resort when strategies, practices and interventions set out within the Behaviour in Schools guidance have not been successful in improving a pupil’s behaviour or the use of
more significant interventions or sanctions are required.
For the changes in brief click
here. All school staff, governors and those working with children and young people should read both documents in full.
Bradford Annual Exclusions Report for 2021/22
To read the report for exclusions during 2021/22 academic year, please CLICK HERE
School Suspension and Exclusion.
Decisions to exclude pupils from school are always as a last resort and made by the headteacher. The decision to exclude should be lawful, reasonable, fair and proportionate in dealing with the disciplinary breach, taking into account any mitigating considerations,
as set out in the DfE exclusions and suspension guidance (2022).
Parents and headteachers can also seek advice from:
If your child has special educational needs or disability (SEND) you may wish to seek advice from:
Support for Governing Boards
The National Governance Association - Exclusions: A guide for governing boards can be accessed at:
Exclusions: procedure and panels | National Governance Association (nga.org.uk)
Statutory Guidance Behaviour and discipline in schools: guide for governing bodies from the DfE can be accessed at:
The Exclusions Team have prepared a video for governors to give an overview of their duties connected to permanent exclusions and fixed period suspension from school. The video is currently being updated and will go live in due course. To access any training
please see 'Governor Training' information below or email email@example.com.
Governing boards should already be challenging and evaluating what their school’s data is telling them about their school or academy trust. Boards should carefully consider the level of pupil moves and the characteristics of pupils moving on any permanent
exclusions to ensure the sanction is only used when necessary as a last resort. Governing boards should review suspensions and permanent exclusions, those taken off roll and those on roll but attending education off-site. It is important to consider both the
cost implications of directing children to be educated off-site in AP and whether there are any patterns to the reasons or timing of moves. For example, if high numbers of children with SEND are moving, the school, academy or trust may wish to consider reviewing
its SEN supportFurther information can be found at:
Understanding your data: a guide for school governors and academy trustees - GOV.UK (www.gov.uk)
Governors can also seek advice from The School Governor Service –
firstname.lastname@example.org or call Julie Ioanna on 07582 109275
Support for Schools
Additional support to schools for pupils at risk of exclusion can be made to the
Social Communication, Interaction and Learning Team
Educational Psychology Team
https://bso.bradford.gov.uk/schools/CMSPage.aspx?mid=166, and/or holding a multi-agency meeting in school to review unmet need holistically with the family.
Secondary schools can also seek support and advice from their behaviour and attendance collaborative (BAC)
Behind the Blade Educational Knife Crime Prevention Programme. The programme is aimed
at young people aged 10 to 17 who are at risk of, or involved in, knife related behaviour to reduce their risk and divert from offending behaviours.
Behaviour in schools: advice for headteachers and school staff
Types of School Suspensions and Exclusion
These are short-term exclusions and pupils must be given a date for return to school. A return date should be given to parents in the letter informing them of the exclusion.
Lunch Time Suspensions
Pupils whose behaviour is disruptive at lunchtime and are excluded for the lunchtime session count as a fixed period exclusion of ½ day. A return date should be given to parents in the letter informing them of the lunchtime suspension period.
Permanent exclusion is the most serious sanction a school can give if a child does something that is against the school’s behaviour policy and is used as a last resort. It means that the pupil is no longer allowed to attend the school unless reinstated by
the Governing Board.
The head teacher’s duty to inform parties about a suspension or exclusion:
Whenever a headteacher suspends or excludes a pupil they must, without delay,
notify parents of the period of the suspension or permanent exclusion and the reason(s) for it. They must also, without delay, after their decision, provide parents with the following information in writing:
• the reason(s) for the suspension or permanent exclusion;
• the period of a suspension or, for a permanent exclusion, the fact that it is permanent;
• parents’ right to make representations about the exclusion to the governing board (in line with the requirements set out in paragraphs 95 to 105) and how the pupil may be involved in this;
• how any representations should be made; and
• where there is a legal requirement for the governing board to consider the suspension or exclusion, that parents or a pupil if they are 18 years old have a right to attend a meeting, to be represented at that meeting (at their own expense) and to bring a
Letter models, forms and guidance are available on the next tab or at:
Informing the governing board:
The headteacher must, without delay, notify the governing board of:
• any permanent exclusion (including where a suspension is followed by a decision to permanently exclude the pupil);
• any suspension or permanent exclusion which would result in the pupil being suspended or permanently excluded for a total of more than five school days (or more than ten lunchtimes) in a term; and
• any suspension or permanent exclusion which would result in the pupil missing a public examination or national curriculum test.
Informing the local authority:
The local authority must be informed without delay of all school suspensions and exclusions regardless of the length. Other than for permanent exclusions and suspensions made which would result in a pupil missing a national curriculum test
or public examination, headteachers notify the local authority via inputting the exclusion on their data management system, which is then pulled through to the local authority systems which are monitored.
For a permanent exclusion, if the pupil lives outside the local authority area in which the school is located, the headteacher must also notify the pupil’s ‘home authority’ of the permanent exclusion and the reason(s) for it without delay. If this is the
case a list of contacts in authorities bordering Bradford can be accessed
The headteacher must also inform the governing board once per term of any other suspensions of which they have not previously been notified.
For notifications required to be made via forms to the local authority all letters, forms and guidance are available on the next tab or at:
Informing Social Workers and the Virtual School for Looked After Children:
Head teahcers now, without delay, have to notify the social worker and/or Virtual School of any suspension or exclusion where this is applicable. Model letters have been updated to include them via being cc'd a copy of the letter. Schools will need to ensure
that they have a process in place to ensure this notification happens.
For a child who is looked after please email a copy of the suspension or exclusion notification letter school sends to the Parent/Carer and social worker to the headteacher of the virtual school via the
email@example.com inbox using the subject heading ‘suspension’ or ‘exclusion’, without delay. Please also use this inbox for further correspondence, such as the invite to any Governor meeting and a copy of the decision letter on the
matter of the reinstatement consideration.
For the majority of children who have a social worker, this is due to known safeguarding risks at home or in the community: over half are in need due to abuse or neglect. For children with a social worker, education is an important protective factor, providing
a safe space for children to access support, be visible to professionals and realise their potential. When children are not in school, they miss the protection and opportunities it can provide, and become more vulnerable to harm. However, headteachers should
balance this important reality with the need to ensure calm and safe environments for all pupils and staff, so should devise strategies that take both of these aspects into account. Advice
for this group, including those previously 'looked after', where they are at risk of suspension or exclusion can be found here.
For exclusions after the 1st of September 2023 the headteacher can cancel an exclusion that has already begun, but this can only happen when the governing board has not yet met to consider whether the pupil should be reinstated. Where an exclusion is cancelled:
- The headteacher must notify the parents, the governing board, the LA and the pupil’s social worker and VSH as applicable, without delay. The notification must also provide the reason for the cancellation.
- The governing board’s duty to consider reinstatement ceases, and there is no requirement to hold a meeting to consider reinstatement.
- Parents (or the excluded pupil if they are 18 years or older) should be offered the opportunity to meet the headteacher to discuss the circumstances that led to the exclusion being cancelled which should be arranged without delay.
- The pupil must be allowed back into the school from whey they were excluded without delay.
- Any days spent out of school as a result of any exclusion, prior to the cancellation will count towards the maximum of 45 school days permitted in any school year.
A permanent exclusion cannot be cancelled if the pupil has already been excluded for more than 45 school days in a school year or if they will have been so
by the time the cancellation takes effect.
In these cases schools are required to send a copy of the cancellation letter sent to parent to the Exclusion Team firstname.lastname@example.org and
MUST ensure their Information Management Team is made aware of this to ensure their system is updated with the cancelled exclusion decision.
Link to the Legislation available here - Regulation 7 - School Discipline
Day 6 Provision - Children's Services Guidance
The duty to provide 6th day provision remains with the school following 5 days of suspension, therefore if a school suspends a pupil for 7 days, they must provide a suitable alternative provision for the 6th and7th day. The duty for the LA to
provide alternative provision comes in to effect on the 6th day following the date of the permanent exclusion.
Pupils with disabilities and Special Educational Needs (SEN) including those with Education, Health and Care plans (EHC plans)
The Equality Act 2010 requires schools to make reasonable adjustments for disabled pupils. This duty can, in principle, apply both to the suspensions and
permanent exclusions process and to the disciplinary sanctions imposed. Under the Children and Families Act 2014, governing boards of relevant settings must use their ‘best endeavours’ to ensure the appropriate special educational provision is made for pupils
with SEN, which will include any support in relation to behaviour management that they need because of their SEN.
Schools should engage proactively with parents in supporting the behaviour of pupils with additional needs. Where a school has concerns about the behaviour, or risk of suspension and permanent exclusion, of a pupil with SEN, a disability or an EHC plan it
should, in partnership with others (including where relevant, the local authority), consider what additional support or alternative placement may be required. This should involve assessing the suitability of provision for a pupil’s SEN or disability.
Where a pupil has an EHC plan, schools should contact the local authority about any behavioural concerns at an early stage and consider requesting an early annual review prior to making the decision to suspend or permanently exclude.
For those with SEN but without an EHC plan, the school should review, with external specialists as appropriate, whether the current support arrangements are appropriate and what changes may be required. This may provide a point for schools to request an
EHC assessment or a review of the pupil’s current package of support.
Where a pupil is 'looked after', schools should contact the Headteacher for the Virtual School, Jonathan Cooper, to discuss concerns and update their support plan as required.
Guidance on providing exclusion data
As well as reporting on day one of a permanent exclusion to the Exclusion Team, the school is required to update their Information Management system without delay with any exclusions and suspensions made.
Schools should report to the governing board once per term on the number of exclusions which have been cancelled.
Within 14 days of a request, a governing board must provide to the Secretary of State and (in the case of maintained schools and PRUs) the local authority, certain information about any pupils suspended or permanently excluded within the last 12 months.
The Department for Education collects data on suspensions and permanent exclusions from all state-funded schools via the termly school census. Schools must provide information via the school census on pupils subject to any type of suspension or permanent
exclusion in the previous two terms. Up to three reasons can be recorded for each suspension or permanent exclusion (where applicable).
Training for Governors:
Suspensions and Exclusions - The Governor Role
Description of training
The role of Governors in overseeing suspension and exclusions from school is not one many governors have experience of when they offer their support to school as a Governor. This training will look at suspension and permanent legislation and guidance around
this, connected to schools’ policies and the impact on students, families and schools. There will be a particular emphasis on the duties of the Governors, with training expanding on the governor role at pupil disciplinary committee (PDC) meetings, where governors
have a duty to consider the reinstatement of a pupil suspended or permanently excluded. The training supports governors to ensure this difficult process is undertaken as per their duties and in supporting Governors to make decisions that are lawful, reasonable,
fair and proportionate at the PDC with increased confidence.
School Governing bodies and trust boards. It may also be suitable for senior leaders in school.
60 minutes either face to face or on Teams.
|£150 for up to 20 participants
Please contact the email@example.com for details and to book