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Every Child in School Every Day

Every Child in School Every Day. Exclusion Terminology Exclusion is:. A legal sanction backed by clear DfE guidance which schools can use when behaviour has breached expected standards. DfE Guidance Expects:.

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Every Child in School Every Day

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  1. Every Child in School Every Day

  2. Exclusion TerminologyExclusion is: A legal sanction backed by clear DfE guidance which schools can use when behaviour has breached expected standards.

  3. DfE Guidance Expects: The sanction of exclusion to be set in the context of a behaviour policy which has been developed in consultation with governors, staff, parents, carers and preferably pupils and communicated to them.

  4. Fixed Term Exclusion: • 1 to 45 days. • No more than 45 days in any one school year. • Young person returns to the school.

  5. Permanent Exclusion: • Young person does not return to school.

  6. Responsibility of Schools: • Behaviour policy with escalating steps, fairly and consistently applied, and communicated to parents and pupils. • Use exclusion only as “last resort”. • Ensure multi-agency involvement prior to exclusion. • Notify parents immediately, stating length of exclusion and in writing. • Provide work for first 5 days. • Ensure process is Headteacher-led.

  7. Responsibility of Governors: • Consider every exclusion of more than 15 days. • Consider every case where the total number of exclusion days for a pupil exceeds 15 in a term. • Consider every proposed permanent exclusion. • Ensure LA and parents are invited to make representation. • Ensure alternative education is in place from the 6th day of exclusion.

  8. Rights of Parents: • Have access to the school behaviour policy. • Be notified of exclusion. • Attend governors committee meeting and make representation regarding exclusion. • Appeal to an independent review panel in the case of permanent exclusion.

  9. Responsibility of LA: • Attend governing body committee meetings considering individual permanent / fixed term exclusions. • Establish an independent review panel for permanent exclusions. • Make provision for pupils excluded from day 6. • Find alternative school place in permanent exclusion. • Monitor exclusion data city-wide. • Draw school attention to concerns arising from data. • Sign post good practice, projects, provision. • Advise both schools and parents.

  10. “Hidden” Exclusions: • Informal. • Supported transfer to Pupil Referral Unit. • Managed move. • Formal • Informal (SWAP).

  11. Top 3 Reasons for Exclusion: • Persistent, disruptive behaviour. • Physical / verbal abuse to adults. • Physical abuse to other children and young people.

  12. Other reasons why children are not in school or other education provision

  13. More Likely to Not be in School if: • Male. • Special Educational Needs. • Free School Meals. • Key Stage 4. • Below national expectations in attainment. • History of challenging behaviour. • BME. • ‘Newly Arrived’. • Poor school attendance overtime.

  14. Possible Ways Forward: • Continue to tighten and strengthen practice across CYPF. • Reinforce school responsibilities. • Strengthen advice and guidance to parents. • Increase parental confidence to challenge / question schools. • Consider policy change. • Develop behaviour policy framework as guidance. • Sign post schools to best practice, projects, targeted support. • Work with schools to develop better practice and more options for managing challenging behaviour. • Address wider range of reasons why children are not in school – individual and collective level.

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