1. Fixed Term Exclusions Period of time could run from ½ day or up to 45 days and could include lunchtime exclusions Parents must receive written details regarding the exclusion, period of exclusion and details of where to seek support and rights to make representation

2. Fixed Term Exclusions (2) Exclusions cannot be given for an unspecified period of time A reintegration meeting should be held on the pupil’s return to school An exclusion cannot be extended if the parent does not attend the reintegration meeting Schools should arrange a Pastoral Support Programme meeting if the student has two or more exclusion (or one over 10 days)

3. Provision from the 6 th Day Schools are expected to provide provision for pupils from the sixth day after exclusion Work should be made available to the pupil for the first five days Parents are responsible for their child’s welfare for the first five days of exclusion

4. Permanent Exclusions A permanent exclusion is a decision reached by the head –after what he/she considers to be a serious breach of the school’s behaviour policy/code of conduct –and If allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school

5. Permanent Exclusions (2) The DCSF list specific criteria which might lead to permanent exclusion: Serious actual or threatened violence against another pupil or a member of staff Sexual abuse or assault Supplying an illegal drug Carrying an offensive weapon Persistent or defiant misbehaviour (including bullying or repeated possession and/or use of an illegal drug)

6. Permanent Exclusions (3) Schools cannot exclude for: Minor incidents Failure to do homework Poor academic performance Lateness or truancy Pregnancy Breaches of school uniform rules The behaviour of their parents

7. Unofficial Exclusions There is no legal basis for unofficial or indefinite exclusions They are illegal

8. Special Needs Schools should not exclude young people with special needs unless there are exceptional circumstances What are exceptional circumstances? Serious actual or threatened violence Sexual abuse or assault Supplying an illegal drug Carrying an offensive weapon

9. Special Needs School Support Early Identification & Intervention Individual Education Plan Annual/Interim Review Appropriate Provision Who can I contact for support? Parent Partnership Service, Tel: 020 8820 7421/7184 Exclusions & KS4 Alternative Provision Team 020 8820 7569/7279 The Behaviour Education Support Team (BEST)020 88207134

10. What Happens Next? Schools School sends letter home within one school day and contacts parent by telephone School arranges governor’s exclusion hearing (Disciplinary Committee Meeting) if the exclusion is more than 15 days. This meeting should be arranged within 15 school days of the exclusion School arranges work for student for duration of exclusion Governors meet to decide whether to uphold or the head’s decision or not

11. What Happens Next for Parents? Parents Contact the school – discuss the exclusion and alternatives to exclusion Contact the Learning Trust – Exclusions Team, Parent Partnership, Behaviour Education Support Team, community support/legal support Request a governor’s meeting ( if the exclusion is under 15 days) Attend the governor’s meeting Ensure that there is a reintegration meeting after return from a fixed term exclusion Appeal to the Independent Appeals Panel

12. Avoiding Exclusions Checklist (1) Have issues around Race Relations, Equal Opportunities and Special needs been fully investigated? Have the incidents been properly investigated? Is there evidence? Are there witness statements? Were other pupils involved/was punishment comparable? Are sanctions in line with the school’s behaviour policy? Has there been a case conference on the pupil, initiated by the school and including any appropriate external agencies? Should a managed move or alternative placement been discussed? Have arrangements been made for the child’s education during and after the exclusion?

13. Avoiding Exclusions Checklist (2) Has there been full consultation about the pupil’s problems with: Subject staff Head of year School nurse Deputy head Head teacher Parents at school Parents at home Learning Mentor Behaviour support service Special Educational Needs Coordinator Educational Psychologist Has the parent and child been involved in each stage of these discussions? Have all possible actions within the school been taken? Individual Action/Education Plan Pastoral Support Plan Change of teaching set Change of tutor group Change of subject where appropriate Awards offered for achieving certain targets Restorative Justice Behaviour support service individual consultation Anti Drug/Bullying policy Deterrent action Daily report Detention or other sanction as appropriate Supervision during free time Withdrawal from trigger lessons Counselling/anger management Learning Mentor

14. The Governor Be a critical friend to the Head teacher Do not be afraid to challenge the policy, processes or the Head’s decision to exclude Try not to be a silent partner to the chair person Ask questions! Don’t be afraid of looking uninformed Make suggestions relevant to either the particular case or policy in general. This should be a learning experience for all concerned Reassure parents that you will make a decision based both on the case put forward by the head as well as the case they themselves have presented Be Impartial. Look impartial Deborah Tucker Exclusions & New Vision PRUSeptember 2007