Fixed Term Exclusions

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
  pupils 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 6th 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 childs 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 schools 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 [phone]
  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 governors 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
  heads 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 governors meeting ( if the exclusion
  is under 15 days)
• Attend the governors 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 schools 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 childs
  education during and after the exclusion?

13
Avoiding Exclusions Checklist (2)

• Has there been full consultation about the
  pupils 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 Heads decision to exclude
• Try not to be a silent partner to the chair
  person
• Ask questions! Dont 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
  PRU September 2007